strategies to scaffold rigor and create relevance for ells-tesol 2014

Linda New Levine, Ph.D Laura Lukens Be5y Ansin Smallwood, Ph. D. EFL/ESL Consultant ELL Program Coordinator Founder and President Vero Beach, FL North Kansas City Schools Succeeding with ELLS (SWELL)

Kansas City, MO Bethesda, MD

The GO TO Strategies 2014 TESOL Interna1onal Conven1on Portland, Oregon March 27, 9:30-‐11:15AM

Strategies to Scaffold Rigor and Create Relevance for ELLs

Agenda Review 1.  Ge&ng Started: Overview and Community Building

2.  Making the Connec?on: ELP Levels, Assessment, Descriptors and Strategies

3.  Associa?ng Research-‐based Principles with Prac?ce and Strategies

4.  Becoming Familiar with the GO TO Strategies: Inventory and Glossary

5.  DraQing an Ac?on Plan

6.  Integra?ng Strategies into Instruc?on

7.  Summary and Conclusion

The GO TO Strategies

The GO TO Strategies Project

•  Outgrowth of Project EXCELL-‐NKCS/UMKC

•  Based on CAL’s Five Principles of Sheltered Instruc?on

•  Scaffolds rigorous instruc?on for ELLs as states transi?on to the CCSS

h5p://www.cal.org/projects/pdfs/go-‐to-‐strategies.pdf

Project EXCELL

The GO TO Strategies Project •  A “suite” of products for use in content or ELL classrooms:

–  Introduc*on to the Strategies Project –  Strategic Teaching and Learning Guided by the Five Principles of

Instruc*on for ELLs –  Strategies “Matrix” –  Strategies Inventory –  Strategies Glossary

•  Our goal for today: –  To introduce and provide hands-‐on experience with new instruc?onal strategy

materials for teachers of ELLs, K-‐12 (2013) that connect with English language proficiency levels, assessments and research-‐based principles


Introduc1on and Community Building Things in Common

•  In your table groups, find one thing you all have in common.

•  Don’t go for the obvious! •  Choose someone to report your group’s finding

Things in Common

Useful for: •  Crea?ng community among a group of diverse students

•  Enabling students to learn about each other •  Establishing connec?ons among members of a group

•  Showing students that all are valued for their unique differences and their commonali?es

Community Building Strategy, Inventory, P. 30

Structured Note-‐Taking

Useful for: •  Enabling students to organize informa?on •  Providing a focus for listening •  Organizing informa?on and concepts for future study

•  Teaching a learning strategy Student Learning Strategy, Inventory, P. 47

WIDA Consortium 35 Member States and Territories

What are WIDA’s six proficiency levels?

ACCESS Teacher Reports Audience or Stakeholders:

•  All educators who work with ELLs, Administrators, School Teams

Purpose:

•  To provide data to help inform curriculum, instruction and assessment of ELLs

Types of Information:

•  Language proficiency level by domain

•  Overall (composite) score (35% reading, 35% writing, 15% listening, 15% speaking) •  Performance by WIDA standards: Raw score/total number of items for Comprehension, Speaking and Writing for each standard

Potential Uses:

•  Determining extent and type of language services for individual students •  Differentiation of language services for individual students •  Placement decisions

•  Curriculum planning

•  Goal setting with individual or groups of students

WIDA’s CAN DO Descriptors

http://www.wida.us/standards/CAN_DOs/

WIDA’s CAN DO Descriptors

Ac1vity: “Mapping” the Scores on the CAN DO Descriptors

•  Review sample teacher report •  What grade is the student? •  What grade level cluster/tier of ACCESS did he take?

•  Locate domain scores for the student (Reading, Writing, Listening and Speaking)

•  Plot the data points (domain scores) for the four domains on the CAN DO Descriptors

•  Connect the dots

•  Interpret the data •  What do you notice about the scores in the different domains? •  What instructional implications result from this analysis?

•  What are some supports that teachers can build into instruction for this student?

Key Sentence Frames For processing observaRons

Frames for Academic Language Functions: 1.  Make a claim (express opinion): In my opinion, my student needs targeted instruction in the area of_________________because________________________________. standard or domain evidence from report 2. Language to summarize: In summary, I believe my student’s report shows____________________________. 3. Language to compare and contrast: My student has strong skills in ________________, but needs targeted support in__________________. OR My student needs targeted support in ________________and _______________. 4. Language to paraphrase or restate: So, your opinion about your student’s skills is____________________________. 5. Language to concur and state additional ideas: I agree with ____________’s idea, but I have additional observations:___________ Based on the work of Kate Kinsella, Ed. D.

Key Sentence Frames

Useful for: •  Teaching academic grammar structures and language func?ons

•  Encouraging students to speak in academic language

•  Suppor?ng students with limited language skills

•  Providing a structure for academic wri?ng Teaching Strategy and Vocabulary Teaching Strategy, Inventory, Pp. 41 and 49.

The GO TO Strategies Matrix

Hold your student in your mind un1l later…

•  The WIDA CAN DO Descriptors describe what a student “can do”, with support, at a given level of English proficiency in each domain

•  Wouldn’t it be nice if we had a similar matrix to show strategies that would be appropriate for students at the different levels of language proficiency in each domain?

Strategic Teaching and Learning Using the Principles

•  Principle 1. Focus on academic language, literacy, and vocabulary.

•  Principle 2. Link background knowledge and culture to learning.

•  Principle 3. Increase comprehensible input and language output.

•  Principle 4. Promote classroom interac1on.

•  Principle 5. S1mulate higher order thinking and the use of learning strategies.

Principles of Instruc1on for English Language Learners: Think-‐Write-‐Pair-‐Share

•  Which of these principles is most important for you to focus on with your students? Why did you choose this principle?

•  THINK of the most important principle for your students and why you chose this principle.

•  WRITE your responses on a sheet of paper. •  PAIR with another par?cipant to share your ideas.

•  DISCUSS your ideas with the group.

Think-‐Write-‐Pair-‐Share

Useful for: •  Students who need ?me to reflect before responding

•  Students who need ?me to structure a gramma?cal ujerance

•  Students who never raise their hands in class •  Students who can benefit from a Key Sentence Frame Interactive Strategies, Inventory, P. 38

Strategic Teaching and Learning Using the Five Principles

•  This document aligns examples of strategies with each of the five principles.

•  Please locate the principle that you chose as most important for your students.

•  Glance through some of the strategies aligned with this principle.

•  Highlight three strategies you feel would be useful for your students.

Inventory of GO TO Strategies for English Language Learners, K-‐12

•  Look at the Table of Contents in the Inventory.

•  Put a check √ next to any strategy that you know or think that you know.

(Self-‐Assessment Scale)

•  Share your list with your learning partner.

Self-‐Assessment Scales

Useful for •  Vocabulary teaching and learning •  Oral language comprehension assessment •  Oral language speaking assessment •  Reading comprehension assessment

Vocabulary Teaching Strategies, P. 50

An1cipa1on Guide: Strategy Categories and Defini1ons

Agree Disagree _____ _____ 1. Interactive strategies promote academic oral language

development in the classroom

_____ _____ 2. Reading strategies help promote comprehension of a reading or content text.

_____ _____ 3. Student Learning strategies are practiced by students to

promote comprehension of content text, comprehension of oral language input, and language learning study skills.

_____ _____ 4. Writing strategies help develop connections between and

among students within the classroom and within small groups of students.

Strategy Categories: What is the Purpose of Each Category?

•  Community Building Strategies •  Interac1ve Strategies •  Teaching Strategies •  Student Learning Strategies •  Vocabulary Teaching Strategies •  Reading Strategies •  Wri1ng Strategies

Strategy Categories and Defini1ons Community Building Strategies These strategies are introduced by the teacher to help develop connec?ons between and among students within the classroom and within small groups of students.

InteracRve Strategies These strategies are organized by the teacher to promote academic oral language development in the classroom

Teaching Strategies These strategies are used by a teacher to scaffold the learning process and promote comprehension of oral or wrijen language by students.

.

Strategy Categories and Defini1ons Student Learning Strategies These strategies are prac?ced by students to promote comprehension of content text, comprehension of oral language input, and language learning study skills.

Vocabulary Teaching Strategies These strategies are introduced by the teacher into a learning unit to help ELLs learn the academic vocabulary required for high achievement in schools.

Reading Strategies These strategies are taught to students to promote comprehension of a reading or content text.

WriRng Strategies These strategies are taught by the teacher to enable ELLs to develop academic wri?ng competency within the content classroom

Reac1on Guide: Strategy Categories and Defini1ons

Agree Disagree _____ _____ 1. Interactive strategies promote academic oral language

development in the classroom

_____ _____ 2. Reading strategies promote comprehension of a reading or content text.

_____ _____ 3. Student Learning strategies are practiced by students to

promote comprehension of content text, comprehension of oral language input, and language learning study skills.

_____ _____ 4. Writing strategies help develop connections between and

among students within the classroom and within small groups of students.

An1cipa1on/Reac1on Guides

Useful for: •  Ac?va?ng students’ background or prior knowledge

•  Introducing necessary vocabulary and grammar forms

•  Providing informa?on about future instruc?on •  Aler?ng students to what they know and what they don’t know

Reading Strategy, Inventory, P. 52

Strategy Categories: What is the purpose of each?

•  Demonstra?on-‐Mix and Match

•  Selected par?cipants will first mix, and then, aQer signal, find a match for their cards –a defini?on of a category to the name of the category.

Mix and Match

Useful for: •  Matching vocabulary with defini?ons •  Matching math equivalents (9 x 3; 27) •  Matching examples of categories (e.g., rep?le/snake, mammal/dolphin, states/capitols, biomes/flora and fauna) Vocabulary Teaching Strategies, Inventory, P. 49

Revisit Student’s ACCESS Score Report

•  Use the CAN DOs with student’s scores plojed and the GO TO Strategies Matrix to select strategies appropriate to the student that will scaffold learning in each domain (listening, speaking, reading, wri?ng).

Create a Scaffolded Plan for Your Student

•  First, write down your student’s scores in each domain, plus the composite score

•  Next, consult the Matrix or Inventory and select one strategy that will scaffold learning to the next level for your student in each domain

•  Finally, using the blue report frame, write your scaffolded ac?on plan for your student

Report Frame for Ac1on Plan Student’s Name______________ Date____________

This ac?on plan shows how I will implement the GO TO Strategies to scaffold learning for my student this year. My main objec?ve is to _________________. To scaffold learning in listening, I will __________________. Next, I will increase my student’s speaking skills by _____________. I will assist my student in reading by________________. Finally, I will __________________ to increase my student’s wri?ng proficiency. I will implement my plan by___(date)_________. I will know I have achieved my goal because_______________(observable, measurable outcome)____.

Think-‐Pair-‐Share-‐Squared

•  AQer comple?ng your ac?on plan, share the plan with another par?cipant.

•  Tell your “ac?on plan buddy” your plan for using the GO TO strategies with your student. Describe each step of your plan. Indicate a date by which you will accomplish your plan.

•  Next, meet with another pair at your table and take turns describing your plans to the new pair.

Report Frames / Outlines

Useful for: •  Teaching text organiza?on for wri?ng •  Scaffolding students who have not learned text organiza?onal structures for academic wri?ng

•  Teaching grammar forms and academic vocabulary in context

Writing Strategies, Inventory, P. 63

Think-‐Pair-‐Share-‐Squared

Useful for: •  Students who need ?me to reflect before responding

•  Students who never raise their hands in class •  Students who need opportuni?es to interact with others using academic language

Interactive Strategies, Inventory, P. 38

The GO TO Strategies: A Planning Framework for Scaffolding Content Lessons

By Incorpora1ng Strategies for ELLs, K-‐12

Theore1cal Founda1ons: •  Construc?vist learning guides the lesson framework. (Bruner, 1960) •  Learning is an ac?ve process in which learners construct new ideas and concepts based upon the level of their current or past knowledge.



Theore1cal Founda1ons: • Students engage in concrete experiences in which they discover principles by themselves. • The teacher’s role is to engage students in ac?ve dialogs and translate new informa?on into a format appropriate to the learner’s current state of understanding.



Theore1cal Founda1ons: •  Learning is scaffolded so that it can be

readily grasped by the learner (Wood, Bruner, & Ross, 1976).

•  Sequence of learning proceeds from concrete to abstract.

•  The gradual-‐release-‐of-‐responsibility model (Brown & Abell, 2007; Campione & Day, 1981; Fitzgerald & Graves, 2004; Levine & McCloskey, 2013) is par?cularly useful for ELLs



KEY to Strategies:

•  IS = Interac?ve Strategy •  TS = Teaching Strategy •  CBS = Community Building Strategy •  SLS = Student Learning Strategy •  VTS = Vocabulary Teaching Strategy •  RS = Reading Strategy •  WS = Wri?ng Strategy

Lesson Sequence Star1ng Instruc1on – Explora1on Phase • Ac1vate prior knowledge, learning, or understanding

–  S?r the Class (IS) –  Roving Charts (IS) –  K-‐W-‐L (TS)

• Engage in concrete explora1on or observa1on –  Graphic Organizer (TS) –  Four Corners (IS)

• Pre-‐reading ac1vi1es –  An?cipa?on Guides (RS) –  Language Experience Approach (RS) –  Teach the Text Backwards (RS)

Lesson Sequence Building Instruc1on – Concept Development • Teach academic and technical vocabulary

–  Closed Sort Tasks (VTS) –  Cognates (VTS) –  Key Sentence Frames (VTS)

• Students interact orally with others to develop concepts –  10 – 2 (IS) –  Numbered Heads Together (IS) –  Round the Clock Learning Partners (IS)

• Engage in close reading –  Guided Reading (RS) –  Directed Reading Thinking Ac?vity (DRTA) (RS) –  Reciprocal Teaching (RS)

• Assemble or organize data –  Concept/Idea Maps (SLS) –  Structured Note-‐taking (SLS) –  T Charts (SLS)

Lesson Sequence Building Instruc1on – Applica1on • Students con1nue to work concretely using new vocabulary

–  Dialogue Journals (WS) –  Content Learning Logs (WS) –  Reader’s Theatre (TS)

• Students use concepts in a new or more complex way

–  Text to Graphics and Back Again (WS)

• Report and write –  Collabora?ve Dialogues (TS) –  Report Frames (WS)

Lesson Sequence

Concluding Instruc1on – Assessment

– Rubrics (TS) – Comprehension Checking (TS) – Collabora?ve Dialogues (TS).

Now It’s Your Turn!! Give One -‐ Get One

•  Pair with a learning partner and locate your lesson framework matrix.

•  Decide on a grade level – either elementary or middle school (use the student you prepared the Ac?on Plan for).

•  Choose a GO TO Strategy from an appropriate category for each of the four parts of the lesson framework.

•  Write the four strategies on your framework worksheet. •  Give your worksheet to your partner and get your partner’s

worksheet in return. •  Write your strategy examples on your partner’s worksheet. Your

partner will write examples on your worksheet. Give One -‐ Get One, Inventory, p. 32

Give One – Get One Useful for: •  Engaging students in oral language exchanges using academic vocabulary or structures

•  Scaffolding a learning task with learning partners

•  Ac?va?ng informa?on or summarizing informa?on in a learning unit

•  Involving 100% of students in the instruc?onal conversa?on

•  Providing movement (ideal)

Summary: S1r the Class •  Take your GO TO Strategies with you when the facilitator asks you to stand and walk around the room.

•  Stop moving when you hear the word “Freeze!”

•  Listen to the ques?on and group yourselves by the number of the answer.

•  Listen for a summarizing ques?on and respond in your small group.

•  Be ready to walk again.

S1r the Class Useful for: •  Students who need movement •  Students who can learn summarizing concepts by listening to others

•  Students who need opportuni?es for academic language interac?on

•  Students who can respond orally when scaffolded with notes

•  Students who never raise their hand in class Interactive Strategies, Inventory, P. 37


2014 TESOL Interna1onal Conven1on March 27, 2014

Thank you!

Laura Lukens ELL Program Coordinator North Kansas City Schools, MO [email protected] (816)413-5115 Linda New Levine EFL/ESL Consultant [email protected] (772)231-6661

Betty Ansin Smallwood, Ph.D. Founder and President Succeeding with ELLs (SWELL) [email protected] (240)498-0378

strategies to scaffold rigor and create relevance for ells-tesol 2014

Education