Creating Conditions For Success (Full Version) (ppt)

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EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL

SETTINGS

Margarita Calderón, Ph.D.Professor Emerita, Johns Hopkins University

Argelia CarreónMaría Trejo

Margarita Calderón & AssociatesMargarita Calderón & Associates, Inc.

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AGENDA

• Introduction, on-going research, and program structures for ELs.

• Examples of instructional strategies that ensure academic language, close reading, and writing.

• Implications for all subjects and classrooms.

Margarita Calderón & Associates, Inc.

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Clock Buddies• Draw a clock on your paper and indicate

the hours: 12, 3, 6, 9.

• Find one partner for each hour. Write your name on their clock and they write their name on yours.

12

9 3

6

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Results From the Five-year Studies:

IES comparison study of K-4th dual language (DL), transitional bilingual (TB), and sheltered English instruction/structured English immersion (SEI).

NIH seven-year study on transfer of skills.

Carnegie Corporation of New York study in 6th-12th general education teachers, ESL, SEI, SIFE, and bilingual teachers.

New study in NYC on RTI and LT-ELs.


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Why is Vocabulary Important?

• Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000).

• The average 6-year-old has a vocabulary of approximately 8000 words, and learns 3000-5000 more per year (Senechal & Cornell, 1993).

• Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham, 2005; Cunningham & Stanovich,

1997) or reading difficulties (Chall & Dale, 1995; Denton et al. 2011).


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6Margarita Calderón & Associates, Inc.

LT-ELs -- Long-Term ELLs (60-85%) ____ Struggling Readers/Reluctant Readers ____ R-ELs -- Reclassified ELLs ____ M-ELs -- Migrant ELLs ____ SIFE -- Students with Interrupted Formal

Education ____ SE-ELs -- Special Education ELLs ____ HSN -- Highly Schooled Newcomers ____

ADD % TO EACH


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THINK ABOUT IT

1. How many words are your LT-ELs learning per year?

2. How about the struggling learners?

3. How about the highly-schooled newcomers?

4. SIFE?Margarita Calderón & Associates, Inc.

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Key: Teach Vocabulary Before, During & After Students Read

• Vocabulary knowledge correlates with reading comprehension.

• Reading comprehension correlates with procedural and content knowledge.

• Content knowledge correlates with academic success.• Comprehension depends on knowing between 90%

and 95% of the words in text. • Knowing words means explicit instruction not just

exposure. Students need 12 production opportunities to own a word.


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Why is Content Area Literacy Important for ELLs?

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.


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CCSS -VOCABULARY PREVALENT IN COMPLEX TEXTS

• Some students will have smaller tier 1, 2. 3 vocabularies when they enter the classroom. Instruction must address this vocabulary gap early and aggressively.

• Provide more instruction for students with weaker vocabularies rather than offering them fewer words.

• Focus on tier 2 instruction to help students access grade level texts.

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ORACY/RICH LANGUAGE DEVELOPMENT

Oracy development occurs when teachersProvide ELs with multiple opportunities to interact with peers about a text or what they are writing (Eads & Wells, 1989; Slavin & Calderón, 2010; Fisher et al. 2012)

Carefully plan, model, provide a psychological safety net, and scaffold in a way that makes ELs feel comfortable expressing their “English in progress” (Calderón 2011)

Create a context of the classroom that encourages voicing of understandings and misunderstandings, thereby, enriching students’ cognitive and linguistic repertoires (Fisher et al. 2012)

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Semantic Awareness

Semantic Awareness is a cognitive, metacognitive, affective, and linguistic stance toward words that the whole school should adopt.

It is a mindset that word consciousness involves motivating and showing students how important it is to be learning words for every subject area.

Semantic awareness helps students become more skillful and precise in word usage at many levels of complexity and sophistication.


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1. SUMMARIZE: THE MESSAGES FROM WHAT HAS BEEN PRESENTED SO FAR.

2. DISCUSS: WHAT ARE THE IMPLICATIONS SO FAR FOR YOUR CLASSROOM AND YOUR SCHOOL?


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Initially

Following that

Additionally

Finally


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WHICH WORDS TO SELECT TO TEACH IN ALL SUBJECT

AREAS IN L1 & L2?


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Review of Academic Language

For formal discourse between teacher-student and student-student interaction around standards/goals.

For text comprehension.For words you want to see in their

formal writing.For success in the new tests.For academic and economic status.


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Tier 2 & 3 —Subcategories

1. Polysemous words2. Words for specificity3. Sophisticated words4. Connectors, transition words5. Phrasal clusters6. Information processing words7. Cognates & false cognates when possible8. Sentence & question starters & frames9. Idioms, metaphors, similes, puns

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TIER 3 – CONTENT SPECIFIC

Square root Photosynthesis GovernmentRectangle Germ Bylaws Radical numbers

Atom Bailout

Circumference Matter Congressional Pi square Osmosis Capital Power Power Power


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Polysemous words (homonyms or homographs) across academic content areas:

• solution• table• divide• prime• round• trunk• state

• power• cell• right• radical• leg• left• light

• fall• check• court• hand• long• pin• rest• roll• sense

Tier 2—Subcategories

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Some Examples of Transition Words & Connectors for:

• 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 CONTENT WORDS AND CONCEPTS


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vary, underlying, albeit, solely, state, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit…

These Await Your Students in 6th & 7th Grade Tests!


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TIER 2 – PHRASAL CLUSTERS AND IDIOMS

• Run off• Run away• Break a leg• Once in a

while• Complete

sentence

• Long noun phrases

• Relatively easier

• Stored Energy

• Stimulus package


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TIER 2 – SOPHISTICATED WORDS FOR SPECIFICITY FOR THE WORD “TALK”

• Whisper• Argue• Specify• Announce• Request• Reveal• Remark• Declare• Describe• Pontificate

• Discuss• Proclaim• Shout • Scream• Converse• Communicate• Verbalize• Debate• Articulate• Question


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IDIOMS WITH: talk• Small talk• Sweet talk• Talk shop• Talk big • Talk sense• Talk down• Talk back• Talk over• Speak up• Pep talk

• Talk your ear off• Talk in circles• Talk in riddles• Talk a mile a minute• Dance around a topic• Talking to a brick wall• Talk of the town• Spit it out• Talking point• Talk your way out of it

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CHECK THIS OUT!

• Bad check• Bed check• Check-in• Check-out• Check off• Check up on• Cross-check• Double check• Spellcheck

• Checkbook • Paycheck• Checkstub • Blank check• Rubber check• Rain check• Spot check • Checklist• Checkmate

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Spanish to English: ¡Fácil!

Fácil•Facile•Facilitate•Facilitator•Facilitation

Edificio•Edifice•Edify•Edification

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TIER 2 - SENTENCE STARTERSSummarizing. 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 . . .


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TIER 2 - QUESTION STARTERS

• 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?


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Tier 1 Words for ELs

Tier 1 Problem Words

Examples

Spelling Tough, 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


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Summarize and Memorize

the Tiers

6

1 2 3

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Your Turn!Your Turn!

Select 3 words for each tier -

(Tier 1, 2, 3) from the text slide.

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Summary of Vocabulary Tiers 1, 2, 3 For ELLs

TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught.

TIER 2 -- Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions.

TIER 3 -- Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words.


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Criteria for Selecting Words to Teach

It is critically important to the discipline.

It is critically important to this unit.

It is important to the understanding of the concept.

It is not critical but useful for ELLs.

It is not useful at this time.

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The Future Arrives for Four Clean Energy TechnologiesSeptember 17, 2013

Lead author Dr. Levi Tillemann, Special Advisor for Policy and International Affairs

Contributors Fredric Beck, DOE Wind Technology Program Dr. James Brodrick, DOE Solid-State Lighting Program

Dr. Austin Brown, DOE National Renewable Energy Laboratory David Feldman, DOE National Renewable Energy Laboratory Tien Nguyen, DOE Fuel Cells Technology Office Jacob Ward, DOE

Vehicles Technology Program

FOR TRAINING PURPOSES ONLY. Selected sections of the article are used for illustration purposes only. The complete article may be accessed at:

http://www.doe.gov/sites/prod/files/2013/09/f2/Revolution%20Now%20--%20The%20Future%20Arrives%20for%20Four%20Clean%20Energy%20Technologies.pdf

.

U.S. DEPARTMENT OF ENERGY Revolution Now



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For decades, America has anticipated the transformational impact of clean energy technologies. But even as costs fell and technology matured, a clean energy revolution always seemed just out of reach. Critics often said a clean energy future would “always be five years away.”

This report focuses on four technology revolutions that are here today. In the last five years they have achieved dramatic reductions in cost and this has been accompanied by a surge in consumer, industrial and commercial deployment. Although these four technologies still represent a small percentage of their total market (e.g. electricity, cars and lighting), they are growing rapidly.

Gaining Force

1

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Identify & Classify Words

Type of Words Tier 3 Tier 2 Tier 1Polysemous

Phrases (bundled up words, idioms)

Cognates

Connectors & transition

Homophones

Other:

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HOW TO TEACH WORDS IN ALL SUBJECT AREAS

IN L1 AND L2?


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Pre-teaching Vocabulary

• Not passive role – don’t ask them to look up in dictionary or define in the context of a sentence or copy from the board or to listen to the word and meaning only.

• Active role – ask them to use the word with peers, apply to real-life experiences, connect with meaning used in the text.

• Use of the word – in reading comprehension and discussion, and in oral and written summaries.

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Pre-teaching 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, 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!

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Multiple Applications of Words

Text structure Writing strategy TIER 2Problem – solutions

• problems are identified and solutions are provided• supporting details describe the problem and solution

accordingly, answer, as a result, because, challenge, decide, fortunately, if ___then, issue, one reason is, outcome is, problem, so, solution, the problem is solved by, therefore, thus, unfortunately, trouble


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PRE-TEACHING VOCABULARYAn Example for 2nd to 12th

1. Teacher says the word. Asks students to repeat the word 3 times.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).4. Explains meaning with student-friendly

definitions.5. Highlight grammar, spelling, polysemy, etc.66 Engages students in activities to develop

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

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1. Teacher asks students to repeat the word.


3. Teacher provides the dictionary definition(s).

4. Explains meaning with student-friendly definitions.

5. Engages students in activities to develop word/concept knowledge.

6. Highlights features of the word: polysemous, cognate, tense, prefixes, etc.

7. Reminds when to use it.

1. Say effect 3 times.2. Weather can have a big

effect on your life. 3. The result or consequence

of something.4. Two cups of coffee in the

morning have a big effect on me -- I can’t sleep at night!

5. What has had a big effect on your life recently? TTYP

6. It is a cognate – efecto. How do we spell effect? What other word is similar?

7. Use effect in your EXIT PASS today.

Teaching Concepts/Vocabulary

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1. Teacher asks students to repeat the word.


3. Teacher provides the dictionary definition(s).

4. Explains meaning with student-friendly definitions.

5. Highlights features of the word: polysemous, cognate, tense, prefixes, etc.

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

7. Reminds when to use it.

1. Say transformational 3 times.2. America has anticipated the

transformational impact of clean energy technologies.

3. to change, to convert, to revolutionize. (life-changing)

4. Twitter has had a transformational impact on how we communicate!

5. The cognate for transform is –transformar. What other word is similar?

6. What would have a transformational impact on your life? TTYP

7. Use transformational in your EXIT PASS today.

Teaching Concepts/Vocabulary

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1. Teacher selects the word and sentence from the text.

2. Provides the dictionary definition. 3. Explains meaning with student-

friendly definitions.4. Asks students to repeat the word 3

times. 5. Highlights features of the word:

polysemous, cognates, etc.6. Engages students in activities to

develop word knowledge.7. Reminds how they will use it.

1. …a clean energy revolution always seemed just out of reach.

2. [noun] To create a momentous or sweeping change in someone or something.

3. Example: Jason’s marriage created a revolution with his in-laws. [adjective] Was it because he was a revolutionary?

4. Say revolution 3 times. Now say revolutionary 3 times.

5. What is the cognate for revolutionary?

6. Use the word as a verb and as an adjective.

7. Use both revolution and revolutionary in your summaries.

Teaching Vocabulary

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More Examples for Step #6

Popcorn Answers:• If you are studying for a test, you

need to do it persistently. What else do you need to do persistently?

Choral Responses:• Add seems to be

faithful/unfaithful at the end of the sentence and say the whole sentence:

– A cat who always comes home before dark.

– A brother who takes care of his sister.

– A girl who has 3 boyfriends.– You provide an example for us.

Answer and Say Why:• Would you have iron will if you:

– Were afraid of cats?– Were tired but kept running

until you reached the finish line?

– Worked very hard to get an “A ” on your report card?

Applaud and Say the Word • if you’d like to be described by the

word: faithful, stubborn, awesome, awkward, impish, stern, illuminated.

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Your Turn to Teach Us!Your Turn to Teach Us!Prepare to teach a Tier 2 word using the 7 steps.

Write out the steps.

Teach it to us – role play as if we were your students (3 minutes max).

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ORACY•The ability to express oneself fluently and grammatically in speech.

DISCOURSE•A formal discussion of a topic in speech or writing;•Engage in conversation.


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CCSS = ORACY PREVALENT IN COMPLEX TEXTS

• Develop a sense of excitement about words through games, puns, jokes, word play focusing on multiple word meanings, morphology, phonology and orthography.

• Use new vocabulary in rich discussions, oral and written summaries.

• Students have rich rigorous conversations which are dependent on a common text.

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Argumentation Discourse

• Purpose: share perspectives, provide evidence and claims, offer counterclaims, and disagree without being disagreeable.

• Students stay on topic and think deeply about what the partner says. Partners help ELs express their ideas.

• Discourse: I read… I found that on page… I disagree because… I agree with … because…

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Discourse for Text Discussions• This is about…• I understand this is

about…• I think this is about…• I liked the …• I learned a new

word…• The same happened

to me when…

• This text is about…• I liked the part where..• I think this means…• I don’t understand this

part …• That character

reminds me of …• That part reminds me

of…

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Main categories of grammar that are difficult for ELLs

A. Compound and complex sentences

B. Nominalization and long noun phrases

C. Passive voice structures

D. Long or multiple prepositional phrases and idioms.

GRAMMAR

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A Queen’s Wish

One gray winter day the elderly queen summoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your generation will rule the country. You must work persistently to help the people and take care of the land.

“We will always work hard,” the children replied.

“You must also be faithful to your brothers and sisters, no matter what,” the queen said.

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Vocabulary and Oracy Development Takes Place During:

1. Pre-teaching of 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. Round Table Reviews10.Pre-writing & drafting11.Revising/editing12.Reading Final Product

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Consolidation ActivitiesActivity: Exit Pass1. The most important thing I learned about vocabulary is……. Therefore, I will ……..2. One of the most effective teacher vocabulary presentations was for the word, _________,because…………3. List three effective step 6 activities you observed and explain why they work. •Assignment: Read “The Future Arrives for Four Clean Energy Technologies”•”


The Most Important….


VocabularyThe most important thing about teaching vocabulary is ____________________. p. 1

It is also important _______. p. 2

It is equally important ___. p. 3

But the most important thing about teaching vocabulary is ____________________. p. 4

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EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL

SETTINGS

Teaching Content Reading


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• Fluency doesn’t mean only reading x number of words per minute; it embraces both word recognition and comprehension as the:– Ability to comprehend each word being read– Ability to read words quickly, accurately and with proper expression– Ability to access vital background knowledge and process the

connector phrases/sentences in the text (Council for Advancing Adolescent Literacy, 2009)

• Word knowledge helps free cognitive resources for comprehension (National Literacy Panel for Language Minority Children and Youth, 2006)

• “What we read and how deeply we read shape both the brain and the thinker” (Wolf & Barzillai, Education Leadership: March 2009).

)

Fluency

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Text Features

Nonfiction text makes use of features readers can recognize and use to help understand the text.

Activity: Seek, find and add to the list.


Text Feature How does it help me read and understand?Table of Contents

Headings

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Seek and Find Activity

Newspaper: Circle and LabelBooks: Tag and Label

Share and explain how the text feature helps with

comprehension.


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Reading Road Signs

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Text Structure


Description•provides a specific topic and its attributes•main idea(s) is/are supported by rich/descriptive details

above, across, all, also, appears to be, as an example, behind, below, beside, by observing, characteristics are, for example, for instance

Sequence•provides information/events in chronological order•details are in specific order to convey specific meaning

additionally, after, after that, afterward, another, at __(time), before, during, finally, first, following, initially, last , later, meanwhile, next

Problem-Solution•problems are identified and solutions are provided•supporting details describe the problem and solution

accordingly, answer, as a result, because, challenge, decide, fortunately, if __then, issue, one reason is, outcome is, problem, so

Structure Signal Words Graphic

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Text Structures

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Before Reading Science, Math, Social Studies, and Language Arts

Step 1:•Build Content or Concept Background•Explicitly Pre-teach Key Words and Phrases for it•Set Content Objective and Level of Complexity for Reading•Discuss Text Features and Text Structures


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Teacher Read and Think AloudsTeacher Read and Think Alouds

•Fluency

•Comprehension Strategies

•Self-correction

•Fix-it strategies

Extend comprehension

Teach more words

Step 2: Model Reading Comprehension Strategy

MODEL

MODEL

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http://www.health.com/health/gallery/0,,20490855_2,00.htmlhttp://www.health.com/health/gallery/0,,20496048_3,00.html

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Clean Energy Technologies

Wind farm

http://www.crystalgraphics.com/powerpictures/images.photos.asp?ss=wind%20power%20plant

Coal fired electric plant

commons.wikimedia.org

http://www.crystalgraphics.com/powerpictures/Image.Search.Details.asp?product=cg1p6463999c

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Clean Energy Technologies

https://www.google.com/#q=electric+car+images

Chellascommoncents.com/cleaning

images.thetruthaboutcars.com

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For decades, America has anticipated the transformational impact of clean energy technologies. But even as costs fell and technology matured, a clean energy revolution always seemed just out of reach. Critics often said a clean energy future would “always be five years away.”

This report focuses on four technology revolutions that are here today. In the last five years they have achieved dramatic reductions in cost and this has been accompanied by a surge in consumer, industrial and commercial deployment. Although these four technologies still represent a small percentage of their total market (e.g. electricity, cars and lighting), they are growing rapidly. p. 23

Gaining Force

1


In recent years, it has become increasingly clear that well-designed federal and state incentives and investments in research and development have the potential to stimulate significant energy transformations. For instance, from 1980-2002 the U.S. federal government’s production incentives for shale gas and support for new drilling technologies laid the foundation for that industry’s dramatic rise. Today, time-limited tax credits for wind, solar and electric vehicles and targeted support for research and development are supporting the expansion of these burgeoning markets. p. 23

2

Model Partner Reading

Partner Reading Practice


This analysis explains both the magnitude of and mechanisms behind these nascent revolutions – exploring the intersection between declining costs and surging demand. These industries are providing real world solutions for reducing emissions of harmful carbon pollution and slowing the effects of climate change. Each of the sectors examined has also become a major opportunity for America’s clean energy economy.

The trends in each sector show that the historic shift to a cleaner, more domestic and more secure energy future is not some far away goal. We are living it, and it is gaining force. p.23

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• 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 using Tier 2 and Tier 3 words.

• Partners continue until they finish reading the section assigned.

Step 3: Partner Reading

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• Partner A reads a paragraph. Partner B helps.• Partner A retells what happened in the paragraph or identifies the

main idea/target strategy. Partner B adds details. (The partner who reads the paragraph always retells/identifies the strategy applied.)

• Partners A and B alternate roles.• The teacher leads a short discussion of the page to check

comprehension. As a part of the discussion, partners share a word that was difficult for them and the strategy they used to read it.

Partner Reading – Option 2

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Land-Based Wind Power

Wind deployments on a steep upward climb Today, deployed wind power in the United States has the equivalent generation capacity of about 60 large nuclear reactors. Wind is the first non-hydro renewable energy source to begin to approach the same scale as conventional energy forms like coal, gas and nuclear. p.24

3

4

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This success has been decades in the making – with both government and private-sector R&D dollars propelling its progress. From a technology standpoint three elements have been key to wind power’s success. The first is increasing size: wind turbines have gotten progressively larger in terms of generation capacity over the past 30 years and this has helped to drive down costs. In fact, since 1999 the average amount of electricity generated by a single turbine has increased by about 260%. The second is the scale of production. As with many industries, increases in scale tend to drive down costs. Finally, wind farm operators have become much more sophisticated in understanding and adapting to dynamic wind patterns. This has helped drive up the “capacity factor” – or the percentage of time that turbines are actually producing electricity. The federal Production Tax Credit – which pays an additional 2.3¢ a kilowatt hour for the electricity produced by wind turbines over the first 10 years of operation – has also been critically important to incentivizing deployment of wind energy.

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Step 4: Whole Class Debriefing

Clarify words students did not understand; those they listed on post it notes.

Have students report on gist of paragraph. Ask text-dependent questions beginning

with simple questions requiring attention to specific words, details, arguments text structure or relevant aspects of the passage.

After section assigned for partner reading:

Does the author support the statement that “there is stuff going on”? Explain.

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How is this beneficial to students?

How does the summary help

with oracy?

Let’s Debrief

Review the steps. What did you

observe during this strategy?

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The future of windWind continues to be one of America’s best choices for low-cost, zero carbon, zero pollution renewable energy. The combined potential of land-based and off-shore wind is about 140 quads – or about 10 times U.S. electricity consumption today. And wind is 100% renewable, so it won’t ever run out. The industry is working to build new power transmission lines from some of the windiest parts of the country, to the most densely populated in order to maintain aggressive growth in the sector. This also includes building “marine” wind farms offshore – where steady ocean breezes harbor vast wind power potential. With continued technology improvements and policy support, the Department of Energy estimates that as much as 20% of projected U.S. electricity demand could be met by wind power by 2030.5

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READING ANCHOR STRATEGIES:

• Oral summaries • Formulating Bloom Questions by students• Numbered Heads Together• Round Table for anchoring new words• Concept maps, semantic maps, graphing• Other Cooperative Learning strategies• Exit/Entry Pass for anchoring sentences,

concepts, and tier 2 and 3 words• Other types of writing to summarize


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CCSS = QUESTIONS AND LANGUAGE/CONTENT LITERACY TASKS

• High-quality sequences of text-dependent questions should be modeled.

• Questions should begin with relatively simple questions requiring attention to specific words, details, and arguments, and then more to explore the impact of those specifics on the text as a whole.

• Series of questions that demonstrate students ability to follow the details of what is explicitly stated in the text.

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Students work in teams of four:

1. Construct 2 questions based on the specific Bloom level assigned to you.

2. Write each question on a separate card.

3. Give your cards to the teacher.

Formulating Questions

Step 5: Connect Reading and Writing

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Applying Bloom’s Taxonomy of Cognitive Process – 1

THINKING PROCESSVERBS FOR OBJECTIVES

MODEL QUESTIONS

INSTRUCTIONAL STRATEGIES

(Knowledge-1)Shallow processing: drawing out factual

answers, testing recall and recognition

REMEMBER

choosedescribedefineidentifylabellistlocatematchmemorizenameomitreciterecognizeselectstate

Who?Where?Which one?What?How?What is the best?Why?How Much?When?What does it mean?

• Highlighting• Rehearsal• Memorizing• Mnemonics

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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 in your team knows the

answer.• Be prepared to answer when your number is

called.

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• Clear your desks.• Only one paper and pencil.• Each student writes one answer and passes the

paper to the right.• Everyone must write an answer.• Continue this process until the teacher calls time

out.6

• Count the number of correct responses by your team. Delete repeated words and report your

numbers.Margarita Calderón & Associates, Inc.

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• Write a key word from the text and pass the paper.• Keep writing one word at a time

until time is up.• The words must be Tier 2 or 3.

6 Margarita Calderón & Associates, Inc.

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Round 2

• Put your heads together and come up with a strategy to improve your team total.

• Apply your strategy in Round 2 of Round Table.

• Follow the same rules as for Round 1.


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

Assessment & Writing


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Inside the Foldable

Coordinating Conjunction

CorrelativeConjunction

Subordinating Conjunction

Conjunctive Adverb

FANBOYS:F – forA – andN – norB – butO – orY – yetS – so

both . . . andeither . . . orneither . . . nornot only . . . but alsowhether . . . or

after, although, as, as if, as long as, as soon as, as though, because, before, even though, if, in order that, since, so that, than, though, unless, until, when, whenever, where, wherever, while

accordingly, again, also, besides, consequently, finally, furthermore, however, indeed, instead, moreover, nevertheless, otherwise, then, therefore, thus

Samples:My Dad and his friend met for lunch today.My examples:

Samples:Either the pencil or the pen will work.My examples:

Samples:I made the grocery list after I checked the pantry.My examples:

Samples:The movie was good; however, I prefer the book.My examples:


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Writing to Learn

Writing Mode Purpose Key Verbs/Phrases

Description / Expressive

Use concrete/sensory details to describe a person, place or event so that reader can visualize and sense what is described.

Describe, create a picture

NarrationTell a story (real, personal, imaginary) in a time sequence.

Tell, tell about a time, imagine that…

Exposition / Informative

Convey information by explaining ideas, facts or processes, without analysis or interpretation.

Explain, explain how, tell why (cause and effect), classify, compare and contrast.

Persuasion

Influence or convince the reader to agree with the writer by providing reasons or examples.

Convince/persuade/present an argument about an idea or point of view.

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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, 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 …

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• Form teams of 3 or 4.• One paper and pencil for each.• Each student completes the prompt

and passes the paper to the right.• Each student continues to write one

sentence and pass the paper to the right until the teacher calls time out.

6 Margarita Calderón & Associates, Inc.

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Drafting: Team Chooses one

The historic shifts to a cleaner, more domestic and more secure energy future is a realistic goal because…

OrThe historic shifts to a cleaner, more domestic and more secure energy future is not a realistic goal because…

Use as many Tier 2 & 3 words as possible.

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• Do a Read-Around-Aloud. • Read the composition you are holding to your team.

• Select the one you like best. This is the one you will revise and edit.


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Code ClueCircle “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 sentence.Decide: 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


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Revising: Cut and GrowStudents find a sentence that needs to be

followed with evidence. Students cut their compositions right after

the sentence where they are going to add evidence from the text.

The additional sentences are written on the colored sheet. Once written, the students tape the rest of their composition onto the colored sheet.

Students reread their improved compositions.


cutgrow

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Argumentation is HUGE in the Standards; let’s make sure our students have the academic discourse to do it properly

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Example: Argumentation Discourse

• Purpose: share perspectives, provide evidence and claims, offer counterclaims, and disagree without being disagreeable.

• Students stay on topic and think deeply about what the partner says. Partners help ELs express their ideas.

• Discourse: I read… I found that on page… I disagree because… I agree with … because…

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Argumentative Speech/Writing

• The effect of … on… • The evidence I use to support … is…• I disagree with that observation because…• I concur with her/him because …• Moreover, I found that …• Furthermore, based on … I think …• Based on … my hypothesis is ….


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Thinking/Writing My Argument?

1. What is my point of view?

2. Is the evidence credible and accurate?

3. Is the evidence sufficient?

4. Is the order of evidence appropriate?

5. Will my argument convince my readers?


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WRITEAROUND 4

• Ask a volunteer to read it to the class.

• 10 minutes to prepare; 1 minute to read.


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BOOKMARKS FOR PARTNERSFIGURE OUT WORDS:•Reread that word•Say it slowly•Use the vowel sounds•Cover the word and slowly uncover each part•Read the sentence again

PARAGRAPH SUMMARIES:•Who•What•Where•When•Why•How


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A quote/fact/sentence you liked:

A fact that surprised you:

Two facts you will remember:

What I thought about that:


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Page___________________________________

SUMMARY STATEMENTS:


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What is RAFT?

R = role (Who are you as a writer?)- allows students to take on a variety of roles to explore different points of view

A = audience (To whom are you writing?)- the audience is clearly defined

F = format (What form will the writing take?)- essay, speech, letter, dialogue, memo, etc.

T = topic (What is the subject?)- must be narrow enough so students are not overwhelmed


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Example of RAFT Assignments

R A F TNews reporter College-educated

adultsNews article Global warming

Astronomer First graders Travel guide Journey through the solar system

Acute triangle Obtuse triangle Letter Differences among triangles

Jackie Robinson Hall of Fame Audience

Acceptance speech

My life in baseball

Tornado tracker Weather reporter Interview Facts about tornados

Hermione Granger

Harry Potter Dialogue Why are you so suspicious?

Rosa Parks Historians Diary entry The boycott


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Story Map for a Narrative

Characters Setting


Beginning(What is the problem/conflict?)

Middle(What events happened?)

Event 1 Event 2 Event 3

End(How is the problem solved or the conflict resolved?

ExC-ELL


• Each team tears two sheets of different-colored construction paper into creative pieces.

• Share your piece with your team and talk about it -- What does it look like?

• Write a group story with plot, characters, background setting.

• Paste the pieces beside the story of that match.

• Share your story.

Tear ups!

ExC-ELL


• Each team tears two sheets of different-colored construction paper into creative pieces.

• 1st Day Procedures and Rules

• Argumentative (use 5 tier 2 or 3 words)

• Narrative – setting character plot

• Paste the pieces beside the story of that match.

• Share your story.

Tear ups!

ExC-ELL


ExC-ELL


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NEXT STEPS FOR A SUCCESSFUL

IMPLEMENTATIONAnd homework…


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Vocabulary and Oracy Development Takes Place During:

1. Pre-teaching of 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. Round Table Reviews10.Pre-writing & drafting11.Revising/editing12.Reading Final Product

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Whole Class & Small Group Reading Approaches:

WHOLE CLASS1.Pre-teaching of vocabulary2.Teacher think alouds to model reading comprehension and word meaning in context3.Student peer reading using strategies4.Peer summaries5.Class discussions

SMALL GROUP1.Pre-teaching of vocabulary2.Teacher think alouds to model reading comprehension and word meaning in context3.Student peer reading using strategies4.Peer summaries5.Group discussions

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Vocabulary, Language, Literacy & Knowledge Progressions

How do your students progress through the different proficiency levels?

Does their vocabulary progress in the 4 language domains – listening, speaking, reading, writing?

Does their vocabulary progress in the 4 core subjects – math, science, social studies, language arts?

Is their academic language differentiated and targeted for each proficiency level and range of schooling background?


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1. Adhere fidelity to all ExC-ELL components

2. Have 80-100% of teachers in a school implementing ExC-ELL

3. Train administrators and coaches4. Coach teachers 3 to 5 times a year5. Implement TLCs/PLCs

How to be successful!

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Wishing you success in your new endeavors!

[email protected]@comcast.net;

[email protected],

www.margaritacalderon.org

THANK YOU!!!


mailto:[email protected]

http://www.margaritacalderon.org/

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• POST in classroom:• Objective/Aim/assessment -- what is to

be tested at the end of the unit• Comprehension Strategy• Tiers 1, 2, 3

• DO NOW – review activities for words previously learned. (3-5 min.)


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• Build Background (3 min)• Vocabulary-- 7 step process (10 - 12 min)• Reading-- Read Aloud/Think Aloud

(model strategy/skill) (3 min)• More Vocabulary: During Read

Aloud/Think Aloud (2 min)• Partner Reading (practice strategy/skill)

(10 min)


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• Question Formulation – Numbered Heads Together (10 – 15 min)

• More vocabulary: semantic maps, cognitive maps, graphic organizers (5-10 min)

• Write Around (5 – 15 min)• Round Table (10 min)• Tea Party (10 min)


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• Jigsaws (15 – 20 min)• other cooperative learning techniques• WRITING (connect writing to reading)

(each day 1 – 10 min)

• ASSESSMENT


Documents

Creating Conditions For Success (Full Version) (ppt)