1.877.411.7114 | calderon.learningsciences.com © 2014 learning sciences international teaching...

1.877.411.7114 | Calderon.LearningSciences.com © 2014 Learning Sciences International1.877.411.7114 | Calderon.LearningSciences.com © 2014 Learning Sciences International

Teaching Language, Literacy, and Content to Long- term English

Language Learners (ELLs)

Margarita Calderón, PhDJohns Hopkins University

Title III Statewide Consortium Conference

1.877.411.7114 | Calderon.LearningSciences.com © 2014 Learning Sciences International1.877.411.7114 | Calderon.LearningSciences.com © 2014 Learning Sciences International2

The Changes• Teachers and specialists are highly prepared to

impart evidence-based instructional practices that reach the diversity of students.

• Teachers are well supported by their administration and work collaboratively to improve learning for all students.

• The focus for everyone in the school is not necessarily on “teaching” but on “student learning” and “outcomes.”


Successful SchoolsIntegrated

– Language, literacy, and content with text … not isolated strategies or programs

– Cooperative learning/student interaction– Sustained professional development for

administrators, teachers, and coaches– Support and extended learning for ALL: expert and

site-based coaching, TLC time, and online follow-up (e-coaching and refreshers)

– Leadership support for new implementation– Parent/family support teams– A culture of relationships, hope, and love

3


Data collection–How many LT-ELs does an elementary school send

yearly to the middle schools? –How many LT-ELs does an elementary school send

yearly to the high school?–How well do LT-ELs progress in 9th, 10th, 11th, 12th and

how many graduate?–What criteria should be used to gauge the

effectiveness of the curriculum, teacher quality, and professional development the teachers of LT-EL are receiving?

– In comparison to other ELs and never-ELs how quickly are they progressing?


Accountability for implementation–We know that schools with low- and high-incidence

of ELs now will have many more ELs in just a couple of years.

–Without requiring professional development for all teachers and administrators in these schools, teachers will always be underprepared as they are now in most schools.

–Professional development offerings need to require monitoring for transfer from training. Most PD programs comply without worrying about transfer from training. They should require follow-up from the training that ensures effective implementation.


Accountability for implementation continued

–Professional development offerings need to require monitoring for transfer from training.

–Most PD programs comply without worrying about transfer from training.

–They should require follow-up from the training that ensures effective implementation.

–Classrooms need to be monitored to address transfer from PD and quality implementation. Documentation of transfer and degree of quality of instruction should be required.

Chapters 1-4 contain surveys and other tools to consider in your PLCs/TLCs.


Chapters 5-8 --12 Components of ExC-ELL Instruction:

1. Preteaching vocabulary

2. Teacher think aloud3. Student peer

reading4. Peer summaries5. Depth of word

studies/grammar6. Class discussions7. Cooperative

learning activities

8. Formulating questions and numbered heads

9. Roundtable reviews

10. Prewriting and drafting

11. Revising/editing12. Reading final

product


ExC-ELLExpediting Comprehension

for English Language LearnersThe research on ExC-ELL was funded by the

Carnegie Corporation of New York and tested for five years.

It is a professional development program for mainstream teachers of math, science, social

studies, and language arts.

It shows great results in NYC, NC, MA, VA, and many school districts with a whole-school

implementation.


ExC-ELL Parallels the SOLs

The CCSS call for six basic changes in the way all K–12 teachers have been teaching:

1. Academic vocabulary (e.g., Tier 1, 2, 3 words)

2. Language (e.g., rich discourse, discussions, questions, answers)

3. Reading (e.g., text complexity, compare text structures)

4. More informational texts, not just narrative texts

5. Writing from sources (e.g., texts they are reading)

6. Building knowledge in the disciplines by teaching reading, vocabulary, and writing in science, social studies, and language arts


Think About ItAre your struggling readers, Els, and AP students learning 3000 words per year?

Where is the gap?

How much do all students read and write per subject area? Particularly in K–5?

?


Vocabulary Tiers for ELLs

Subject-specific words that label

content discipline concepts, subjects,

and topics. Infrequently used academic words.

Information processing words

that nest Tier 3 words in long

sentences, e.g., polysemous words,

transition words, connectors; more

sophisticated words for rich discussions

and specificity in descriptions.

Tier 3 Tier 2

Basic words ELLs need to

communicate, read, and write. Those

that should be taught in ELD

classes.

Tier 1


Tier 3 Academic Content-Specific or Technical Words

Math Science Social Studies

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers Atom Bailout

Circumference Matter Congressional

Pi square Osmosis Capital

Power Power Power


Polysemous words (multiple meaning words, homonyms, or homographs) across subject areas:

• Fall• Table• Divide• Prime• Round• Trunk• State

• Power• Cell• Right• Radical• Leg• Left• Light

• Check• Court• Hand• Long• Pin• Rest• Roll

Sample of Tier 2 Words


Examples of transition words and connectors for:

• Cause and 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


Run offRun away

Run aroundRun over

Break a legOnce in awhile

Complete sentence

Long noun phrasesRelatively easierStored energy

Stimulus package

Phrasal Clusters and IdiomsTier 2


Tier 2

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 …

Sentence Starters


Tier 2

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?

Question Starters


Tier 1 Words for ELsTier 1 Problem

Words Examples

SpellingTough, toothache, phrase, highlight, because

Pronunciation or confusion with homophones

Weather/whether, sum/some, blue/blew, whole/hole, access/exes/axis, sell/cell, ship/chip

Background knowledge

Lawnmower, blender, parka, skyscraper

False cognates Exit, character, embarrassed, success


Your Turn1. Team up.2. Have four to a team and

choose a literary name.3. Practice presenting

tiering of vocabulary.4. Take ten minutes to

practice with team.5. Randomly pick one

person from each team to present to the whole group.


WALK THROUGH COMPREHENSIVE COMPONENTS FOR LT-ELS

• George Washington • Jamestown• Boston Tea Party


VIRGINIA SOLs: VS 3c, g: VS 4aNational Standards For History: Historical Comprehension Students will describe and illustrate some legacies of Jamestown.


Identify and Classify Words from Your Assigned Text

Type of Words Tier 3 Tier 2 Tier 1

Polysemous

Phrases (bundled up words, idioms)

Cognates

Connectors and transitions

Homophones

Other


How to Teach Words


Preteaching Vocabulary: Map out the 7 steps for one word that should’ve been included

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

2. State the word in context from the text.

3. Provide the dictionary definition(s).

4. Explain the meaning of the word using student-friendly definitions.

5. Highlight grammar, spelling, polysemy, etc.

6. Engage students in activities to develop word/concept knowledge.

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


Preteaching 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, or 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. Avoid methods that want you to take up to 20 minutes per word!


A Note of CautionTeaching the three tiers of words or phrases is only a precursor to reading, writing, and mastery in the subject matter.

Students must read and write using those words afterwards in order to own them.


ConnectionsReading, writing, and vocabulary must be taught and practiced by students, and connected every day to every subject. Vocabulary

Reading

Writing


Oracy

The ability to express oneself fluently and grammatically in speech

Discourse

• A formal discussion of a topic in speech or writing

• To engage in conversation


Vocabulary and Oracy Development Takes Place During:

1. Preteaching vocabulary

2. Teacher read alouds3. Student peer

reading4. Peer summaries5. Depth of word

studies/grammar6. Class discussions

7. Cooperative learning activities

8. Formulating questions and numbered heads

9. Roundtable reviews10. Prewriting and

drafting11. Revising/editing12. Reading final product


Which Text Structure? Share.Structure Tier 2

Cause–Effect• Tells an event or action and the

reason(s) it happened• Cause = why something happened• Effect = what happened

accordingly, as a result, because because of, consequently, due to, effects of, for this/that reason, if, if ___ then, in order to, is caused by, lead/s to, since, so, so that, thereby, therefore, this led to, thus, when ____ the, responsible for

Compare–Contrast• Gives the similarities and

differences of 2 or more items/ideas/objects/places

• Examines how things are alike or different

also, although, as opposed to, as well as, both, but, compared to/with, different, different from, either ____ or, however, in comparison, in contrast, instead of, like, likewise, on the other hand, resembles, same/same as, similar(ly), too, unlike, while, yet


Self-correction

Comprehension strategies

Extend comprehension.

Teach more words.

Model Read/Think Aloud

Fluency

Fix-it strategies


USE THE STUDENT BOOK AND

PRACTICE A THINK ALOUD WITH

YOUR PARTNER.


• 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 + Summarization


• The teacher reads and models strategies.

• Partner A and Partner B read silently.

• After each paragraph, partners “put their heads together” and summarize what they read (even if they are reading different books).

• Partners continue until they finish reading the section assigned.

Silent Reading + Summarization


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 on your team knows

the answer.• Be prepared to answer when your number

is called.


Writing to Learn

Writing Mode Purpose Key Verbs/Phrases

Problem/Solution

Showing the development of a problem and one or more solutions to the problem. The author states a problem and various solutions or states a question–answer format and then answers the problem.

Explain, because, consequently, as a result, ultimately, the answer was, added new parts, deleted old parts, …

Compare/Contrast

Pointing out likenesses (comparison) and/or differences (contrast) among facts, people, events, or concepts

Compare how two or more things are alike and/or are different. It is quite different from, it is so similar to, it is just like, it differs in that, in contrast, on the other hand, …

Cause/Effect

To show how facts, events, or concepts (effects) happen or come into being because of other facts, events, or concepts.

Explain, explain how, tell why (cause and effect), classify, compare and contrast, when, consequently, as a result of, …


The ultimate proof—at the end of the block, day, or 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, transitions, or signal words. Use compound sentences or different types of clauses.

Assessment and Writing


Code Clue

Circle “To be” verbs:is, am, are, was, were, be, being, beenDecide: Keep or change to active verb.

Square

Make a list of very first word.

First word in every sentenceDecide: Keep or change to sophisticated transition word or connector.

Underline

Tier 1 words

Find Tier 1 words.Decide: Keep or substitute with Tier 2 word.

Chart for Ratiocination


Conclusions


We are in this profession to help someone else succeed!

ELsAll studentsAll teachers

All administrators

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