esl plc – supporting ells in cycle 2 ela and math october 30, 2014

ESL PLC – Supporting ELLs in Cycle 2 ELA and MathOCTOBER 30, 2014

Session ObjectivesParticipants will•familiarize themselves with content resources in JCPS.•review ESL Newcomer PD that was presented to mainstream teachers.•learn developmental writing stages and KCAS expectations for ELLs.•explore visual scaffolds for teaching KCAS vocabulary to ELLs.•be introduced to math standards coding.•learn strategies to support ELLs with solving math word problems.•experience representing math word problems in semi-concrete and concrete forms.

Where Are ALL the RESOURCES?!

“Go To” strategies and top tips

for mainstream teachers

RTI for ELLs that includes the essential core

instruction

Differentiation for ESL newcomers focusing on

the lesson essentials

Strategies to Support Newcomers in

Intermediate Grades

ESL Newcomer PD

Assessing Student Writing

Where Are They? Researchers have identified a continuum of development that students go through as they learn to write. This continuum can help teachers identify student needs and determine instructional next steps.

Sulzby, E., Barnhart, J., & Hieshima, J., (1989, July). Forms of writing and rereading from writing: A preliminary report (Technical Report No. 20). Berkeley, CA: University of California, Center for the Study of Writing.

Interaction Opportunity1. You will work with a partner2. You will receive two envelopes.3. Open envelope #1. It contains samples of student

writing. 4. Put these writing pieces in order from the earliest

to the most advanced level of writing development.

K-CAS Connection

1Earliest 2 3 4 5 6

7Most

Advanced

Interaction Opportunity•When you have finished arranging the pieces in order, check with another pair. •What do you notice?

More Interaction1. You are still working with a partner.2. Open Envelope #2.3. Match the characteristics of the writer and

instructional next steps with each piece.4. Which characteristics of the writer do you

find in each piece?

More Interaction•When you have finished arranging the pieces in order, check with another pair. •What do you notice?

Developmental Writing Continuum

1Emerge

nt

2Develop

ing

3Beginni

ng

4Novice

5Bridging

6Expandi

ng

7Indepen

dent

Group Share•What did you notice or learn that you would like to share with the group?

•Look here for more information on this Developmental Writing Continuum: http://www.slcschools.org/departments/assessment-and-evaluation/documents/Writing-Continuum.pdf

What are the Expectations?

How Do We Help Them Get There?

Word Bank- The teacher provides a list of important words that students may want to use in their writing.

Drawing and Labeling Using writing paper that has space for drawing and writing shows emergent ELL writers that they can communicate by drawing and print. For some ELLs, drawing can communicate their ideas at a more sophisticated level than writing.

Paper Choice Lucy Calkins suggests giving emergent writers, including ELLs, paper choices. This allows students to draw and write at a level that’s appropriate for them. Students start with one-word writing such as labels, lists, and names. For ELLs the more labels, the better!

Paper Choice Students move on to phrases such as captions and simple statements. Then, they use sentences using models and patterns. As always, with ELLs and other emergent writers, it is important to build on and expand oral language

Student Work

Student Work

Oral Rehearsal•Rehearsing ideas aloud can help ELLs organize and clarify ideas that may not be entirely formed in their minds yet.•As they collaboratively discuss ideas with partners, they can work on organizing these thoughts into an appropriate sequence so they make sense to a reader.•Students learn from others by sharing their ideas and by hearing the ideas of others.

Sentence Frames Sentence frames are an easy way to focus on a language structure.

Academic Discussion Strategies/Accountable TalkUsing Academic Discussion Strategies during writing instruction:•Provides an opportunity to also teach K-CAS speaking and listening standards.•Helps students offer feedback to peers.•Helps students ask and answer questions about the writing•Allows students to clarify ideas

Building Background through Effective Vocabulary Instruction

A Helpful Resource

Reading Informational CCR4

•Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

LanguageCCR4

•Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and reference materials, as appropriate.

LanguageCCR5

•Demonstrate understanding of word relationships and nuances in word meanings.

LanguageCCR6

•Acquire and use accurately grade-appropriate and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

Anchor• Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices shape comprehension.

K •With prompting and support, ask and answer questions about unknown words in a text.

1 •Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

2 •Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

3 •Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

4 •Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area.

5 •Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.CCR.4

is related to a student’s ability to ________ text

comprehend

is related to overall __________ success.

academic

is related to higher status ___________.

occupations

influences peoples’ judgment of __________.

the speaker

is influenced by __________.

instruction

Research reveals that vocabulary knowledge...

Yopp, Yopp & Bishop, 2009

Vocabulary instruction is effective when…

◦ key words are directly taught using strategies to make them clear.

◦ students are repeatedly exposed to and given opportunities to use vocabulary words they are taught.

◦ words to be taught are carefully and intentionally selected to help with comprehension.

What We Know

Assigning words for students to look up in a dictionary.

Expecting students to figure out the meaning of a new word using context.

Depending on spontaneous explanations.

What Doesn’t Work

Why?

Why?

Why?

What words should I teach?

Selecting Vocabulary Words

Selecting Vocabulary Words

Vocabulary Knowledge Scale

How will you know which words to teach?

Word I don’t remember ever seeing or hearing this word.

I have seen and/or heard this word but don’t know what it means.

I have seen and/or heard this word and I think it means…

I know this word. It means…

I can use this word in a sentence:

How do I teach the words so the students will learn them?

Marzano’s Six-Step Process for Vocabulary Teaching

Research on Effectiveness of Marzano’s Vocabulary Teaching Strategy (Marzano, 2009)

It’s how someone uses the strategy that determines whether it produces great results, mediocre results, or no results at all (p. 83).

When students copy the teacher’s explanation or description of a term instead of generating their own explanation, the results are not as strong. Student explanations should come from their own lives (p. 84).◦ Why would teachers sometimes not have students generate their

own explanations? What are some alternate solutions?

Research on Effectiveness of Marzano’s Vocabulary Teaching Strategy (Marzano, 2009)

It’s how someone uses the strategy that determines whether it produces great results, mediocre results, or no results at all (p. 83).

When students copy the teacher’s explanation or description of a term instead of generating their own explanation, the results are not as strong. Student explanations should come from their own lives (p. 84).◦ Why would teachers sometimes not have students generate their

own explanations? What are some alternate solutions?

A note-taking scaffold has many advantages (Marzano et al, 2001)◦ It provides an advance organizer of the most essential

lesson terms.◦ It keeps students on-task and accountable during

vocabulary teaching.◦ It provides a reference for later study and practice of

new terms.

Vocabulary Notebooks and Note-taking Scaffolds

Word Spanish/Cognate

Definition

Drawing or Picture Sentence

Word Picture

Word Picture

Topic: __________________________ Word: __________________________

Picture

Meaning (Student Friendly Definition)

Word Analysis ______ ___________ ________ (prefix) (root) (suffix) Cognate ________________

Synonym

Sentence

Adapted from Ana Hernandez (2003)

Let’s Do This!

Jocose

Completed note-taking scaffold Oral reading record Student constructed responses-short answer and extended response

Teacher observation of when the child uses the word correctly◦ In peer discussion◦ In writing◦ During vocabulary review activities

How will you know when students have learned vocabulary that you directly teach?

Resources and Professional Reading

Contemporary Classroom Vocabulary Assessment for Content Areas (Stahl & Bravo, 2010)

Six Steps to Better Vocabulary Instruction (Marzano, 2009)

Making Vocabulary Instruction Effective and Engaging (McKeown & Beck, 2011)

Let’s Read the Math Standards

Why Do ELLs Struggle With Math Word Problems?

They have to…

◦ read and comprehend the text of the problem◦ identify the question that needs answered◦ create and solve problem

…in English!

Key Terminology

Consideration: try not to just emphasize on key terminology

What research has found is that if we ask students to only rely on knowing that certain key words signal specific operations, we can actually lead them away from trying to understand the problems. They will tend to look only for those words and whatever numbers are in the problem, even if they are not relevant to the answer. This will not help them be mathematically proficient later, even when they are proficient with English.

Let’s Look At This Sample

Maria has 24 marbles which is 8 fewer than Paolo has. How many marbles does Paolo have?

fewer

24-8=16

Some Other Ideas to Support ELLs

Read the word problem to them, a few times

Discuss what the word problem means

Break up the word problem in segments

Draw or act out the word problem

Anchor chart

Solving organizer

Math Word Problems

Meant to be very guided and include LOTS of discussion and modeling.

Math Focus Group

* Analyzed Math Diagnostic to determine areas of struggle

* 15 students targeted (basic multiplication and division facts and some fraction work)

* 5 students double targeted (with word problem anchor chart and explicit instruction and practice)

* 13 of 15 targeted went up 1-2 levels (one maintained proficiency)

* 5 of the 4 double targeted went up 2 levels

Semi-ConcreteandConcrete

Representing Multiplication and Division situations

Next Steps Choose a strategy that was discussed tonight.

In the next month implement this strategy with a small group (if you can connect one to your SMART goal even better!)

For the next small group PLC:◦ Prepare to share you chosen strategy and reflection for student success. Email or give materials to your

resource teacher no later than 1 week before the PLC.◦ Examples for presenting:

◦ PowerPoint slides ◦ Video◦ Student Samples

Do You Want This Powerpoint? Go to Sharepoint!

…you know you want to

http://tinyurl.com/JCPSESL