Research and Practice on Teaching ELLs in Middle and

High Schools

Margarita Calderón

Johns Hopkins University

Talking Points

1. Why is vocabulary important?

2. A science example for

-- How to select words to teach.

-- How to teach words before reading, during reading and after reading?

3. Program implications and keeping track of student progress.

Why is Content Area Literacy Important?

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.

Statistical Trends in Secondary Schools

• Nationally, over 6 million American students in grades 6 through 12 are at risk of failure because they read and comprehend below—often considerably below—the basic levels needed for success in high school, postsecondary education, and the workforce.

• About 60% of ELLs in middle and high school were born in the United States, that is, they are second- or third-generation immigrants - - and have been in U. S. schools since kindergarten!

• Newcomers, refugees -- are now mainly SIFE (Students with Interrupted Formal Education).

Why teach vocabulary before, during and after students read a content text?

• Vocabulary knowledge correlates with reading comprehension.

• Reading comprehension correlates with content knowledge.

• Content knowledge correlates with academic success.

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

• Knowing words means explicit instruction not just exposure.

ESL

Sheltered Instruction

Comprehensible input

Content

Rich Challenging Vocabulary

And Reading in Science, Social

Studies & Math

FOR TRANSITION or ENGLISH-ONLY PROGRAMS: Teachers must balance comprehensible input with rich

challenging vocabulary and reading in math, science and social studies in English.

Science can be very exciting or very dull. Science texts need to be carefully parsed so

that standards are met. A variety of texts can be used to learn

science. Students need to become familiar with ways to read those texts and write in that genre.

Science is ideally suited for Cooperative Learning.

Scientific concepts and processes are highly dependent on specific vocabulary.

Agreement on the following ideas or themes or salient features of science that should be taught:

Scientific method and critical testing Creativity Historical development of scientific knowledge Science and questioning Diversity of scientific thinking Analysis and interpretation of data Science and certainty Hypothesis and prediction Cooperation and collaboration

Importance of Teaching Vocabulary

• Vocabulary knowledge correlates with reading comprehension. Reading comprehension correlates with content knowledge. Content knowledge correlates with academic success.

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

• An ELL needs explicit instruction and at least 12 production opportunities to own a word.

Explicit Instruction:

STEP 1

SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT.

STEP 2

TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION.

STEP 3

STUDENTS READ, DISCUSS, AND WRITE USING NEW VOCABULARY

Vocabulary Tiers for ELLs

Tier 1 Tier 2 Tier 3

Simple More Content Words

Words Sophisticated

run sprinted foreshadow (literature)

fell stumbled monarchy (history)

mad rage vacuole (sciences)

good firmly factor (math)

run (42) run

Tier 2 words can also include polysemous words across academic

content areas

• ring

• table

• trunk

• prime

• round

• power • cell• right• radical• leg

Tier 2 words that nest academic content.

Transition Words, Connectors, Causation, Time Sequencing, Predictions. Some examples:

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 academic content according to their function.

Passive voice -- is found, is explored, was shown…

Tentativeness or modals -- would improve, possibly, might be, would likely be …

Word-family relationships -- drama, dramatic, dramatist, dramatize, and dramatization…

Embedded clauses or complex sentences -- A growing number of studies suggest, however, that such an increase could have a big impact on life. …

Some science words shared with math have different technical meanings in the two disciplines. For instance in math we find:

divide, density, solution, radical, variable, prism, degree, image, radian, simulation, experiment

When teachers are explaining / presenting a lesson, look out for words such as:

sum some

facts fats

axis exes

CognatesTier 1 & 2

• piano• educación• familia• radio• cámara• televisión • sofisticada

Cognates in ScienceTier 2 and 3

• hypotheses hipótesis• observations

observaciones• classification

clasificación• predictions

predicciones• tentative conclusions

concluciones tentativas

• evaluate - evaluar

• experimentexperimento

• experimentationexperimentación

• investigation investigación

• inferencesinferencias

• processproceso

SELECTING WORDS TO PRE-TEACH

Activity -- Read the text:

1. Select 2 Tier 1 words

2. Select 2 Tier 2 words or clauses

3. Select 2 Tier 3 words

Observations? Questions?IMPLICATIONS for our text books and instruction:

3 Key Concepts So Far:

1.

2.

3.

3 Key Concepts So Far:

1.

2.

3.

Teaching Tiers 2 and 3 Words

Geologists/Geologos

Sediments/Sedimentos

1.Geologist 1. “Geologist” 2. Sentence- “These are all clues geologists use to figure out

how this breathtaking landscape came to be.” 3. Repeat- “Geologist, geologist, geologist!” 4. Dictionary Definition- “A scientist who studies the solid

parts of Earth such as its rocks.”5. Student Friendly Definition- A person who can understand

and know about our planet the Earth. 6. Touch your nose if the word applies-

• “Volcanoes!” • “Classroom!” • “Plants, mountains!”

7. Prefix? “Geologist!”

2.Sediments 1. “Sediments!” 2. Sentence- “The layers look a bit like a pile of

sandwiches. Each layer was made from sediments- bits of sand, mud, clay, and plant and animal remains.

3. Repeat- “Sediments, sediments, sediments!” 4. Dictionary Definition- “Solid material that settles to the

ocean floor or other surface.”5. Kid-friendly Definition- Dirt, mud that falls inside of

water. 6. Please say the word- sediments – if the word applies-

• “Oceans, clay, dirt! “ • “Sandwiches, lunchroom, milk!” • “Lakes, rocks, hard pressure!”

7. What type of word is “Sediments?”

Consolidation Activity

Create a poster size postcard using the new Tier 2 and 3 vocabulary words.

Make sure to use the Rubric to guide you and work in groups!

Postcard Rubric 44 33 22 11

Each group member Each group member has a specific role has a specific role and had equal and had equal participation in participation in creating postcard creating postcard

3 out of 4 group 3 out of 4 group members members collaborated and collaborated and participated in participated in creating postcard creating postcard

Less than 2 Less than 2 members members completed postcard completed postcard

Group did not or Group did not or was not able to was not able to collaborate together collaborate together

Postcard follows the Postcard follows the sample postcard sample postcard and includes all and includes all elements- greeting, elements- greeting, salutation – closing salutation – closing

Postcard follows Postcard follows most of the most of the elements of the elements of the sample postcard- sample postcard- might be missing 1 might be missing 1 element element

Postcard does not Postcard does not follow all of the follow all of the elements of sample elements of sample postcard- Needs postcard- Needs revision revision

Project is not a Project is not a completed completed postcard- postcard- incomplete- needs incomplete- needs revision revision

Postcard uses 2 Postcard uses 2 newly introduced newly introduced Tier 2 words Tier 2 words elaborately elaborately

Postcard uses 2 newly Postcard uses 2 newly introduced Tier 2 introduced Tier 2 Words basically Words basically

Postcard does not Postcard does not correctly use 2 newly correctly use 2 newly introduced Tier 2 introduced Tier 2 Words basically Words basically

Postcard did not use Postcard did not use newly introduced newly introduced words- did not words- did not successfully complete successfully complete group project group project

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What is Academic Literacy?

• Includes reading, writing, and oral discourse for school

• Varies from subject to subject• Requires knowledge of multiple genres,

purposes for text use and text media• Is influenced by students’ literacies in

contexts outside school• Is influenced by students’ personal,

social, and cultural experiences (Short & Fitzsimmons, 2007)

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Before Reading• Hook the Reader• Build Background• Connect with Prior Knowledge• Pre-teach Vocabulary Implicitly• Preview Text• Set Purpose for Reading

Clues to the Past

The earth is the same as it was millions of years ago

All rocks are the same

Fossils are animals or plants that have been left behind as clues to the past

Agree Disagree Support for your opinion from the text

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Read Aloud

Why Teacher Read-Alouds in Secondary?

30

During Reading

• Read-Aloud: Model and build reading strategies

• Partner Reading: Students practice and apply strategies

• Coach students• Help students organize and

retain information

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Cause and Effect

32

After Reading

• Model summarizing and synthesizing information

• Help organize information and develop reading memory

• Students apply text• Reflect and consolidate

knowledge

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Complete the graphic to show the relationship between vocabulary and academic literacy.

Reading for Domain Knowledge

Without reading comprehension, students cannot learn math, science, social studies and literature (NRC Commission on Teacher Preparation).

English language learners (ELLs) are learning English at the same time they are studying core content through English. They must perform double the work of native speakers to keep up, and at the same time be accountable for AYP (Carnegie Panel on ELL Literacy).

New York City Schools, Montgomery County, Alaska, and others are

finding that:• Literacy interventions for native English

speakers will not work for ELLs. Adolescent ELLs generally need much more time focused on developing vocabulary and background schema than native English speakers do.

• Elementary-level programs do not work for adolescents.

• Phonics-only programs do not work.• They commissioned focused comprehensive

programs.

Interventions and Well-Prepared

Teachers ESL, reading, special education,

bilingual teachers who can teach phonics, decoding, vocabulary, and reading comprehension along with academic language and concepts.

Mainstream teachers who can build on language, reading and writing skills in math, science, social studies, and language arts.

PHONEMIC,PHONOLOGICAL

& SEMANTIC AWARENESS

RICH LANGUAGEPractice

STUDY SKILLS

READING COMPREHESION

Depth & Breadth ofWORD

KNOWLEDGE

ACADEMIC

SUBJECTS

GRAMMAR,SYNTAX,

DISCOURSEVOICE

WRITING IN THEDIFFERENT

SUBJECT AREAS

INTEGRATION OF APPROACHES

Evidence-based programs that help schools demonstrate that they are achieving AYP with English-language learners:

• ExC-ELL -- Expediting Comprehension for English Language Learners (6th - 12th) -- professional development program for mainstream teachers on how to integrate language and literacy development along with subject matter.

• RIGOR -- Reading Instructional Goals for Older Readers (4th - 12th) -- Spanish and English curriculum -- lessons, leveled readers, ancillary materials, and professional development for ESL, dual-language, mainstream teachers.

A MODEL

WHERE

ESL

SPED

AND

ELA,

MATH,

SCIENCE,

SOCIAL STUDIES

TEACHERS WORK TOGETHER

Emerging Literacy and Language

teachers

Science teachers

Social Studies teachers

Language Artsteachers

Math teachers

Settings for Implementation

TRAINING EXAMPLE

Workshops on vocabulary

•Reading and discussing research in TLCs

•Modeling / demos and observations on teaching vocabulary to ELLs

TEACHER TRANSFER EXAMPLE

•Increases own use of vocabulary

•Uses 5-10 strategies to teach daily vocabulary

•Mentors other teachers on the strategies

STUDENT IMPACT EXAMPLES

•Masters 5-10 Tier 1, 2, & 3 words daily

•Uses new words in daily speech, & in retells

•Increased reading fluency & comprehension

•Uses new words in writing

ASSESSING QUALITY INSTRUCTION - VOCABULARY INDICATORS:

Coming in Spring: Logitech Digital Pen

Pen Docking Station:

To store recorded data on the computer

Camera: To record data as the user writes on the digital paper

Ink Pen: To write observations on the digital paper

SCHOOL: SCHOOL A GRADE: 7 OBSERVER: MARGARITA CALDERÓN TEACHER: MS. JONES COURSE TITLE: BIOLOGY OBSERVATION TYPE: CLASSROOM OBS LENGTH OF PERIOD: 45 MIN. LANGUAGE: ENG, SPA

COMPONENT: VOCABULARY TIME SPENT: 12 MIN INDICATOR AVG SCORE: 2.5 STUDENT APPLICATION STUDENTS TIER 1 #1-ELL #2-NON #3-ELL #4-NON WORD1 2 3 1 4 WORD2 2 2 1 3 WORD3 1 2 3 2 TOTAL 5 7 5 9 TIER 2 WORD4 etc. WORD5 WORD6 WORD7 WORD8 TOTAL TIER 3 WORD9 WORD10 TOTAL

COMPONENT: ORACY TIME SPENT: 5 MIN INDICATOR AVG SCORE STUDENT APPLICATION COMPONENT: READING TIME SPENT: 10 MIN INDICATOR AVG SCORE STUDENT APPLICATION [etc., for WRITING, CONTEXT]

Time on Components

Vocab Oracy Reading Writing Context

Observation Detail Report

SCHOOL: SCHOOL A GRADE: 7 # OBSERVATIONS: 3 TEACHER: MS. JONES COURSE TITLE: EARTH SCI

AVG COMPONENT SCORES and AVG TIME SPENT OBS TYPE DATE VOCAB ORACY READ WRITE CONTEXT ASSESS CLASSROOM OBS

9/16/06 2.5 11 min

3.5 10 min

3.0 12 min

2.5 12 min

3.0 1 min

3.5 N/A

CLASSROOM OBS

9/30/06 3.0 13 min

3.5 11 min

3.5 9 min

3.0 13 min

3.0 1 min

3.5 N/A

CLASSROOM OBS

10/15/06 3.2 12 min

3.5 11 min

3.0 16 min

3.2 14 min

2.5 1 min

3.0 N/A

00.5

11.5

22.5

33.5

4

9/16/2006 9/23/2006 9/30/2006 10/7/2006 10/14/2006

Vocab Oracy Read Write Context Assess

Teacher and Student Profile Summary Report

ExC-ELL Observation Protocol (EOP) is used:

By teachers for designing / developing their lessons.

By teachers for self-reflection. By teachers for observing and

documenting student performance. By principals and supervisors for

observing and coaching teachers. By coaches to give concrete feedback

to teachers. By researchers to collect data on

teacher and student growth and quality of implementation.

IN SUMMARY: Newcomers and Long-

Term ELLs Need ESL, reading, special education, bilingual

teachers who can teach phonics, decoding, vocabulary, and reading comprehension along with academic topics.

ExC-ELL teachers to build on reading and writing skills in math, science, social studies, and language arts by integrating oracy and literacy into the content areas.

With tools such as the ExC-ELL OP we can help expedite teacher and student success!

CONTACT INFORMATION:

Margarita Calderón

Mecalde@aol.com(915) 276-1804