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© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 1
Improving the Academic Vocabulary and Content Comprehension of ELLs and
Struggling Readers in the Intermediate Grades Through High School
By Margarita Calderón, Ph.D. Johns Hopkins University
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 2
Objectives for Today’s Session
• Research highlights on reading development and academic achievement for ELLs.
• Strategies and techniques for teaching language and reading to ELLs.
• Integrating ELL literacy strategies into the content areas.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 3
Academic Literacy• Includes reading, writing, and oral discourse
for school• Varies from subject to subject• Requires knowledge of multiple genres of text,
purposes for text use, and text media• Is influenced by students’ literacies in contexts
outside of school• Is influenced by students’ personal, social, and
cultural experiences
Source: Short, Deborah J., and Shannon Fitzsimmons. Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners—A report to Carnegie Corporation of New York. Washington, D.C.: Alliance for Excellent Education, 2007.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 4
National ELL Statistical Trends
• Nationally, over 6 million American students in Grades 6 through 12 are at risk of failure because they read and comprehend below the basic levels needed for high school success.
• Approximately 85% of ELLs in middle and high school were born in the United States and have been in U.S. schools since Kindergarten!
• Newcomers and refugees are mainly SIFE(Students with Interrupted Formal Education).
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 5
Promising Practices for Developing Literacy in Adolescent ELLs
• Integrate all four language skills into instruction from the start
• Teach the components and processes of reading and writing
• Teach reading comprehension strategies• Focus on vocabulary development• Build and activate background knowledge• Teach language through content and themes• Use native language strategically• Pair technology with existing interventions• Motivate ELLs through choiceSource: Short, Deborah J., and Shannon Fitzsimmons. Double the Work: Challenges and Solutions to Acquiring Language and
Academic Literacy for Adolescent English Language Learners—A report to Carnegie Corporation of New York. Washington, D.C.: Alliance for Excellent Education, 2007.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 6
Interventions for ELLs
Initiatives• Title I• Title III• Response to
Intervention (RtI)• Reading Next• Even Start• Early Reading
First/Reading First
Instructional Models• TWI (Two-Way Bilingual
Immersion)• DBE (Developmental
Bilingual Education)• TBE (Transitional
Bilingual Education)• SEI (Structured English
Immersion)• Push-in ESL• Pull-out ESL
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 7
New York City Schools and Others Have Found 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 knowledge.
• ESL-only programs (language without content) do not work.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 8
New York City Schools and Others Have Found That:
• Elementary-level programs do not work for adolescents.
• Phonics-only programs do not work.
• Successful literacy interventions for SIFE and older ELLs integrate language and literacy development, along with content-area knowledge.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 9
10 Instructional Components1. Content-driven language and reading2. Explicit vocabulary instruction3. Explicit fluency instruction 4. Explicit comprehension and strategic reading
instruction5. Discourse and peer interaction6. Consolidation of knowledge, language, and literacy7. Reading and writing connections8. Phonemic awareness and phonics (as needed)9. Assessment10. Professional development
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 10
Instructional Component #1
Content-Driven Language and Reading
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 11
• Making connections/building background
• Previewing the book
• Comprehension strategies
• Fluency
• Phonics and vocabulary in context
• Grammar and language connections
• Oral language practice
Content-Area Reading
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 12
Instructional Component #2
Explicit Vocabulary Instruction
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 13
Teaching Vocabulary/Concepts
Why breadth and depth of vocabulary?• Vocabulary knowledge correlates with
comprehension.
• Comprehension depends on knowing between 90% and 95% of the words in a text.
• To overcome the vocabulary disadvantage, we need to teach vocabulary explicitly on a daily basis.
• A high-achieving 12th-grader has learned some 15 words a day, over 5,000 words a year.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 14
Vocabulary Tiers
Tier One
• words that ELLs need for everyday speech• for academic conversations and explanations• for scaffolding more complicated text
Examples: find, search, answer, so, if, then, simple idiomatic expressions
Tier Two
• challenging words that we need in order to access cognitively demanding content
• may be multiple-meaning words
Examples: round, right, table, ring, bad
Tier Three
• discipline-specific academic words for Social Studies, Science, and Math concepts
Examples: peninsula, osmosis, democracy
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 15
Nonfiction Text Structures and Tiers One and Two Words
Comparison and Contrast
• however• but• on the
other hand• instead• while• either . . . or• although
Sequence
• on (date)• not long
after• now • as • before• after• when • then• finally
Description
• to begin with• most
important• also• in fact• for instance• for example
Cause and Effect and Problem and Solution
• because• since• therefore• consequently • as a result• if . . . then
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 16
Cognates in ScienceTiers Two and Three
• hypotheseshipótesis• observationsobservaciones• classificationclasificación• predictionspredicciones• tentative conclusionsconcluciones tentativas• evaluateevaluar
• experimentexperimento
• experimentationexperimentación
• investigation investigación
• inferencesinferencias
• processproceso
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 17
Tier Two words can also include polysemous words
across academic content areas• ring• solution• table• divide• prime• round
• trunk• power • cell• right• radical• leg
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 18
1. Teacher says the word.
2. Asks students to repeat the word 3 times.3. States the word in context from the text.
4. Provides the dictionary definition(s).5. Explains meaning with student-friendly
definitions.
6. Engages students in activities to develop word/concept knowledge.
7. Highlights grammar, spelling, polysemy, etc.
Pre-Teaching Vocabulary
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• How many Tier Three vocabulary terms can you find in your books?
• What are the supportive vocabulary features found in your books?
Hands-On Investigation
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 20
• What language and literacy features do you think will support your ELL students?
• How do these features make content more comprehensible?
Hands-On Investigation
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 21
Instructional Component #3
Explicit Fluency Instruction
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 22
Fluent Readers…
• read in phrases• read with expression• monitor their comprehension• read accurately• demonstrate automaticity• practice reading• attend to punctuation and word choice
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 23
Why Use Teacher Read-Alouds with Secondary Students?
Engagement with Text Read Aloud
• Model fluent reading
• Extend comprehension
• Teach more vocabulary words!
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 24
Instructional Component #4
Explicit Comprehension and Strategic Reading
Instruction
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 25
• Fix-Up and Monitoring Strategies
• Make Connections
• Visualize
• Ask Questions
• Determine Importance
• Infer
• Synthesize
Metacognitive Strategies
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 26
Comprehension Skills & Strategies
• Analyze text structure & organization
• Compare & contrast• Draw conclusions• Evaluate author’s purpose• Evaluate author’s point of
view or perspective• Identify cause and effect• Identify main ideas and
supporting details
• Identify sequence of events
• Identify steps in a process• Make inferences• Make predictions• Summarize• Use graphic features to
interpret information• Use text features to locate
information
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 27
Partner-Reading Strategies
Step 1. The teacher reads and models strategies.
Step 2. Partner A reads the first sentence.
Step 3. Partner B helps.
Step 4 . Partner B reads the next sentence.
Step 5. Partner A helps.
Step 6. Partners continue until they finish reading the entire assigned section.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 28
• With a neighbor, use your book to identify additional ways to partner-read nonfiction texts.
Hands-On Investigation
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 29
Instructional Component #5
Discourse and Peer Interaction
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 30
Debriefing
• Students report on words and phrases they didn’t understand. listed on their self-stick notes.
• Clarify unknown words and phrases.
• Students report on gist of paragraph.
• Clarify overall meaning of the paragraph (initially; then larger chunks as appropriate).
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 31
After-Reading Activities
• Whole-class concept/semantic maps • Content retell—using new vocabulary• Team discussions/open-ended questions • Writing sentences• Work with multiple-meaning words• Pronunciation • Content-related writing
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 32
Instructional Component #6
Consolidation of Knowledge, Language,
and Literacy
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 33
CooperativeLearning Strategies
• Expert Jigsaw• In-house Jigsaw• Corners• Numbered Heads
Together• Turn to Your Partner• Team Tournaments• Tear-Ups
• Roundtable• Write Around• Tea Party• Three-Step
Interview• Partner Products• Team Products
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 34
Instructional Component #7
Reading and Writing Connections
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 35
• making sure students comprehend all the components of the reading process prior to writing
• engaging students in a variety of pre-writing activities that provide opportunities for ample discussion, brainstorming, drawing, etc., of new vocabulary, concepts, topics, or themes
• responding often to what the student has written
• allowing more time for LEP students to develop, discuss, and share their writing with others;
• doing joint authorships (pairs or small teams)
Scaffold Writing by:
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 36
Writing Lessons
• Shared Writing• Interactive/Collaborative Writing• Independent Writing
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 37
Write Around• Each row (group of 4–5) needs one piece of
paper.• When I say go, the first person will write one
word in response to my prompt.• Next, pass the paper to the team member on
your right and continue to add one word at a time until time is up.
• Be sure to think, write, and pass quickly!
Hands-On Investigation
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 38
Instructional Component #8
Phonemic Awareness and Phonics
(as needed)
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 39
“For adolescent ELL students who do not read or write in any language, it is important to teach them the components of reading: beginning with phonemic awareness and phonics (the sounds of language and how to put sounds together to form words) and adding vocabulary, text comprehension, and fluency”(August & Shanahan, 2006).
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 40
Scope of Skills
• Use advanced phonics elements to recognizewords• More complex vowelspellings• More structural analysis(compound words,affixes, etc.)• Read multisyllabic words• Syllabication strategies• Connected text reading• Vocabulary development
• Phonemic Awareness- Blending & word building- Segmenting• Short Vowels (a,e,i,o,u –CVC pattern)• Consonants• Final e (CVCe pattern)• Long vowel digraphs (ai, ay, ea, ee, oa, ow, etc.)• Consonant clusters (br, cl, st, etc.)• Digraphs (sh, ch, th, wh, etc.)• Add’l. vowels (oo, ou, ow, oi, oy)• Early structural analysis: verb endings (ing, ed), plurals, contractions, compound words• Connected text reading• Vocabulary development
• Concepts of print• Alphabet recognition• Letter formation• Phonemic AwarenessSound and word
discrimination- Rhyming (identify andproduce)- Blending- Segmentation• Recognize some words by sight• Short Vowels (a,e,i,o,u –CVC pattern)• Consonants
AdvancedIntermediate Beginning
Source: Blevins, Wiley. Teaching Phonics and Word Study in the Intermediate Grades. Scholastic, 2001.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 41
10 Instructional Components1. Content-driven language and reading2. Explicit vocabulary instruction3. Explicit fluency instruction 4. Explicit comprehension and strategic reading
instruction5. Discourse and peer interaction6. Consolidation of knowledge, language, and literacy7. Reading and writing connections8. Phonemic awareness and phonics (as needed)9. Assessment10. Professional development
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 42
Instructional Model/Lesson Sequence
Teacher Students1. Introduces concepts/vocab �Provide examples or questions
2. Reads aloud for fluency �Read along silently or whisper
3. Thinks aloud to model
comprehension strategies �Report the strategies they heard
4. Models how to partner-read �Conduct partner-reading for fluency
5. Monitors & records partners �Partners reread to practice strategies
6. Conducts cooperative activity �Work in teams to process info
7. Conducts debriefing �Discuss words, concepts, summaries
8. Models writing strategies �Do content-related writing
9. Assesses vocabulary & content �Analyze their test results and go back
to learn the missing pieces
10.Assesses a second time �All students should be successful
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 43
ELLs Need More Time in the 90-minute block for:
1. Learning words critical to learning the overall content-specific
concepts within and beyond text.
2. Decoding, monitoring, self-correction while maintaining
fluency as students learn to read content texts.
3. Searching for and processing information.
4. Summarizing orally and in written form key information using
the appropriate vocabulary.
5. Making connections to other subject areas, background
knowledge, and what still needs to be learned (e.g., analysis,
inferences, predictions, critiques, reflections).
6. Using graphic organizers or notes to write about the topic.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 44
Teachers with ELLs need:
1. Permission to take extra time to pre-teach vocabulary, to do
partner-reading, to apply the appropriate writing pedagogy for
ELLs.
2. Flexibility or freedom from program models that restrict their
ability to integrate ELL strategies into their lessons.
3. Time in Teacher Learning Communities to work together to share
successes, share new strategies, encourage/motivate each other.
4. A coach and a supervisor who has also gone through the
same professional development on research-based and
outcomes-based instruction for ELLs.
5. Comprehensive training and on-going coaching (for the whole
school) in order to share the same mind-set for ELLs.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 45
Study in 17 New York City Middle and High Schools
• N = 900 students
• N = 60 teachers
• February–May 2007
• 5-day training + 3 days of coaching for each teacher
• Pre- and post-testing of students with RIGOR Assessments
• Pre- and postobservation of teachers with RIGOR Observation Protocol
• NYCESLAT & school tests
• NYC Supervisors conducted Action Research also
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 47
Proven results for RIGORwith NYC SIFE, Grades 6–12
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 48
“ELLs benefit from carefully crafted and challenging content instruction.”
“There is a direct correlation between the quality and intensity of a professional
development program and student outcomes.”
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 49
How Do We Close the Gap?
• Integrate language, literacy, and content• Improve academic vocabulary• Increase content comprehension• Change instruction strategies to raise
achievement scores
© 2008 Benchmark Education Company, LLCTX Invitationals 2008
50
Introduction to RIGOR
Margie BurtonSenior VP Sales and Marketing Benchmark Education Company
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 51
Scaling Up with RIGOR!
• Twenty middle and high schools in New York City are using RIGOR with SIFE students during the 2008 school year.
• Five middle schools in New York City have also started using RIGOR with special education ELLs.
• RIGOR is being used with ELLs in Boston, Salt Lake City, and Newark.
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 52
Reading Instructional Goals for Older Readers
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 53
English and Spanish Structured Solutions
RIGOR Level 1
Two Developmental Levels
RIGOR Level 2
For preliterate through first grade reading levels
For second through third grade reading levels
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 54
“ Grab and Go ” Weekly Skill Bags
Level 1: 16 Skill Bags
Level 2: 16 Skill Bags
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 55
Step Daily Teaching & Assessment55
Phonemic Awareness and Phonics11
Explicit Vocabulary Instruction and Practice22
33
Ongoing Assessment
44 Writing
55
Content-Area Reading for Fluency and Comprehension
Listening/Speaking and Cooperative Learning integrated throughout
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 57
Texts are aligned to language and content standards for beginning through advanced language-acquisition levels.
English Content-Area Nonfiction
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 58
Carefully written to reflect natural Spanish-language patterns
Spanish Content-Area Nonfiction
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 60
RIGOR Teacher’s GuideSkill Bag 9 Teacher’s Guide
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 61
Assessment tools for:• Spelling
• Word Study• Phonics
• Vocabulary
• Comprehension• Independent Writing
Ongoing Unit Assessment
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 62
Placement and Pre- and Postassessments• Oral Reading Records• Phonemic Awareness &
Phonics Assessments• Tier One Vocabulary
Word Lists• Writing Assessments
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 63
Independent practice to build:• Fluency • Comprehension• Vocabulary• Pronunciation• Confidence
Technology to Support Development of English Literacy & Language
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 64
• Initial teacher training • On-site follow-up coaching and
observation with RIGOR Protocol• Training for literacy coaches and
administrators/supervisors
Professional Development Also Available
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 66
RIGOR Order FormHow to order RIGOR
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 67
Contact:
Your local Benchmark Education
Sales Representative
© 2008 Benchmark Education Company, LLC TX Invitationals 2008BEC 68
Dr. Margarita Calderón