the webinar will begin at 4:00 p.m. mdt - solution...

The webinar will begin at 4:00 p.m. MDT The webinar recording and handouts will be available at newmexicocommoncore.org/pages/view/220/webinars/11/. You will receive an email with this link within the next five business days.

Tips for Today’s Presentation

§  Use your Chat dialogue box for technical questions. Send them to the user named HOST (Solution Tree).

§  You will be placed on mute during the webinar. Type content-related questions in the Chat dialogue box, and send the question to the user named HOST (Solution Tree).

§  The presenter will answer as many questions as possible during a Q&A at the end of the presentation.

Today’s moderator

Claudia Wheatley Content Specialist & Author Liaison Solution Tree

Close the learning gap for English learners. This two-part webinar addresses the language, literacy, and content instructional needs of ELs. Dr. Calderón will demonstrate quality instruction and effective schooling structures for the implementation of response to intervention (RTI). New instructional strategies for developing academic vocabulary and assessment processes will be modeled. Dr. Calderón will also discuss lesson organization and schedules. For each new strategy, there will be presentation of research, modeling of the strategy, discussions of application, a lesson template, and student performance assessment strategies.

March 26, 2013 4:00 p.m. MDT

Presented by Dr. Margarita Calderón

Teaching Reading and Comprehension to English Learners, Part 1

Today’s Presenter

Margarita Calderón Margarita Calderón, PhD, is professor emerita and senior research scientist at the Johns Hopkins University School of Education. She has conducted research, training, and curriculum development for teaching K–12 English learners.

ExC-ELL

7

Common Core State Standards, Next Generation Science Standards, !

ELPD Framework!and!

Evidence-Based Instruction for ELs!

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

Margarita Calderón & Associates, Inc.

ExC-ELL

8 Margarita Calderón & Associates, Inc.

ü CCSS shifts, STEM and new assessments: Implications for ELS/ELLS"

ü How core teachers and administrators integrate language, literacy and content"

ü How a whole-school professional development program has turned around schools and enabled students to succeed"

"

MAIN POINTS!

ExC-ELL


ü LT-ELs -- Long-Term ELLs "ü R-ELs -- Reclassified ELLs "ü M-ELs -- Migrant ELLs"ü SIFE -- Students with Interrupted

Formal Education "ü SE-ELs -- Special Education ELLs "ü HSN -- Highly Schooled Newcomers "

HOW DO WE ADDRESS THE DIVERSITY OF ELS?

ExC-ELL

10

Studies and PD Projects

Ø 4-year Carnegie Corporation of New York study in 6th-12th general education teachers, ESL, SEI, SIFE, and bilingual teachers.

Ø 2-year NYCDOE Study of SIFE in 17 schools.

Ø New PD model in elementary, middle and high schools in Charlotte, NC – thanks to Winterfield Elementary

Ø Analyses of our PD and the follow-up implementation in many schools in TX, NC, WI, NYC, FL, CT, DC


ExC-ELL


CCSS CHANGES IN ELA/LITERACY – ADAPTED FOR EL INSTRUCTION!

Vocabulary is referred to about 200 times in CCSS!• Academic vocabulary: tier 1, 2, 3 words"• Language: rich discourse, discussions, questions"• Reading: text complexity, informational, literary, text structures, comprehension skills"• Writing from sources: from texts they are reading"• Building knowledge in the disciplines: by teaching reading, vocabulary and writing in science, social studies, math, not just language arts."

ExC-ELL


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 vocabulary instruction to help students access grade level texts."

ExC-ELL

13

Summary of !Vocabulary Tiers 1, 2, 3 For ELs!

TIER 1 -- Basic words ELLs need to communicate, read, and write (e.g., smart, toothache, shy)"

TIER 2 -- Information processing words and phrases that nest Tier 3 words in long sentences -- polysemous words (power, trunk), transition words, connectors (therefore, moreover, over the course of), more sophisticated words for rich discussions, and for specificity in descriptions (declare, precise, ire)!

TIER 3 -- Subject-specific words or clusters that label concepts, subjects, and topics. Infrequently used academic words (osmosis, fractional, ebb)."


ExC-ELL

14

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.!


ExC-ELL

15

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).


ExC-ELL

16

THINK ABOUT IT

How many words are your

ELs learning per year? Per subject area?


ExC-ELL

17

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.


ExC-ELL

18

ORACY/RICH LANGUAGE DEVELOPMENT

Oracy development occurs when teachers ü Provide 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)

ü 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)

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


ExC-ELL

19

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


Tier 2 Words in 6th & 7th !Grade Tests!

ExC-ELL

20

SUMMARIZE: 4 MESSAGES FROM WHAT HAS BEEN PRESENTED SO FAR. Use these transition words: Initially, Following that, Additionally, Finally, Margarita Calderón & Associates, Inc.

ExC-ELL

21

WHICH WORDS TO SELECT TO TEACH IN ALL SUBJECT

AREAS IN L1 & L2?!"


ExC-ELL

22

TIER 3 – CONTENT SPECIFIC!

Square root Photosynthesis Government Rectangle Germ Bylaws Radical numbers

Atom Bailout

Circumference Matter Congressional Pi square Osmosis Capital Power Power Power


ExC-ELL

23

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


ExC-ELL

24 Margarita Calderón & Associates, Inc."

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!


ExC-ELL

25

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!


ExC-ELL

26

TIER 2 – SOPHISTICATED WORDS FOR SPECIFICITY FOR “SAY” OR “TALK”

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

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


ExC-ELL

27

TIER 2 – Sophisticated and Specificty

TIER 1 – TALK, SAY!TIER 2 –!WHISPER ! ! !CONVERSATION [conversación]!ARGUE ! ! !CONVERSE [conversar]!SPECIFY [especificar]! !COMMENT [comentar]!ANNOUNCE [anunciar] !MENTION [mencionar]!REQUEST ! ! !COMMUNICATE [comunicar]!REVEAL [revelar]! ! !DIALOGUE [diálogo]!REMARK ! ! !VERBALIZE [verbalizar]!DECLARE [declarar] ! !PRONUNCE [pronunciar]!DESCRIBE [describir] ! !DEBATE [debate]!DISCUSS [discutir] ! !VOCALIZE [vocalizar]!PROCLAIM [proclamar] !ARTICULATE [articular]!SHOUT ! ! !QUESTION [cuestionar]!SCREAM ! ! !PONTIFICATE [pontificar]!Margarita Calderón & Associates, Inc.

ExC-ELL

28

Spanish to English: ¡Fácil!

Fácil • Facile • Facilitate • Facilitator • Facilitation

Edificio • Edifice • Edify • Edification


ExC-ELL

29

TIER 2 - SENTENCE STARTERS 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 . . .


ExC-ELL

30

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?


ExC-ELL

31

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"


ExC-ELL

32

Tier 2 & 3 —Subcategories

1.  Polysemous words 2.  Words for specificity 3.  Sophisticated words 4.  Connectors, transition words 5.  Phrasal clusters 6.  Information processing words 7.  Cognates & false cognates when possible 8.  Sentence & question starters & frames 9.  Idioms, metaphors, similes, puns


ExC-ELL

33

Identify & Classify Words!

Type of Words Tier 3 Tier 2 Tier 1 Polysemous Phrases (bundled up words, idioms) Cognates Connectors & transition Homophones Other:


ExC-ELL

34

A Change in Climate From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up. Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change.


ExC-ELL

35

1.  Teacher displays the 7 steps and says the word; highlights either tense, spelling, polysemy, etc."

2.  Students repeat the word 3 times or in step 6.!3.  Teacher states the word in context from the text."4.  Teacher provides the dictionary definition(s)."5.  Teacher explains meaning with student-friendly

definitions."6.  è Engages students in activities to develop

word/concept knowledge in pairs."7.  Teacher reminds students when to use the word."

Pre-Teaching Vocabulary!


ExC-ELL

36

STEM --Vocabulary in Science 1.  Write some key words on the board with simple

definitions or a drawing before the experiment. 2.  When demonstrating/presenting each step,

emphasize key Tier 3 (osmosis, diffuse) and Tier 2 (intervals, has occurred, flows, as a result) words.

3.  After each step demonstrated ask pairs to summarize what just occurred using the Tier 2 and 3 words on the board.

4.  After the experiment, students draw the process, labeling each part of the graphic organizer, and writing a summary using Tier 2 and 3 words.


ExC-ELL

37

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."

ExC-ELL


CCSS – APPLIED TO PARTNER READING AND PARTNER SUMMARIES!

After teacher models, students in pairs should read, re-read deliberately and slowly to probe and ponder"

•  the meanings of individual words, "•  the order in which sentences unfold, and "•  the development of ideas over the

course of the text"Ø And orally summarize the content

using the new vocabulary.!

ExC-ELL

39

Text Structure and Tier 2


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"

Text Structure Tier 2 Graphic!

Attempted solution

Results

Attempted solution

Results

ExC-ELL

40

There's lots of evidence of drastic changes in climate occurring in the distant past. Earth today may again be in the midst of such a climate change. In the last 100 years, studies show, global temperatures have risen an average of 0.6 degrees C. That might not sound so bad. After all, what difference does half a degree make? A growing number of studies suggest, however, that such an increase could have a big impact on life.


ExC-ELL


CCSS -- BUILDING KNOWLDEGE IN THE DISCIPLINES!

•  Reading well means gaining the maximum insight or knowledge possible from each source."

•  Use shorter, challenging texts that elicit close reading and re-reading at each grade level."

•  Select and explicitly teach specific passages within the text to provide opportunities for close reading."

ExC-ELL


QUESTIONS AND 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."

ExC-ELL


Applying Bloom’s Taxonomy of Cognitive Process – 1!

THINKING PROCESS"VERBS FOR OBJECTIVES"

MODEL QUESTIONS"

INSTRUCTIONAL STRATEGIES"

(Knowledge-1)"Shallow processing: drawing out factual

answers, testing recall and recognition"

"R!E!M!E!M!B!E!R"

choose"describe"define"identify"label"list"locate"match"memorize"name"omit"recite"recognize"select"state"

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

•  Highlighting"•  Rehearsal"•  Memorizing"•  Mnemonics"

"

ExC-ELL

44

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…


ExC-ELL


CCSS -- WRITING!

•  Writing is to show that students can analyze and synthesize sources in texts they read, presenting careful analysis, well-defended claims, ideas, and clear information."

•  They draw evidence from a text to support analysis, reflection, or research."

•  Short focused research projects should also be used. "

"

ExC-ELL

46

The ultimate proof -- at the end of each period, the ELS can:

Write one or two paragraphs summarizing what they learned about the topic using and underlining the many tier 2 and tier 3 words they learned.

ELs get extra points for using appropriate connectors, transition words or use compound sentences and different types of clauses.

DAILY Writing"


ExC-ELL

47

A Myriad of Cooperative Learning Strategies!

Characteristics of ______!Three-step Interview!Group Investigation!Concentric Circles!Random Numbers!In-house Jigsaw!Find your Match!Clock Buddies!Expert Jigsaw!

Tear Ups!Line Ups!Partners!Corners!

Exit Pass!

Margarita Calderón & Associates, Inc.!

ExC-ELL

48

12 BUILDING BLOCKS OF EXC-ELL

1.  Pre-teaching of vocabulary Tiers 1, 2, 3

2.  Teacher read alouds to model strategies for close reading

3.  Student peer reading 4.  Peer oral summaries

and teacher questions 5.  Depth of word activities,

grammar mini lessons, cognitive maps/graphic organizers,

6. Class discussions to use vocabulary

7. Cooperative learning activities to anchor knowledge (Jigsaws, Corners, Gallery)

8.  Formulating questions and Numbered Heads

9.  Round Table Reviews 10. Pre-writing & drafting 11. Revising/editing 12. Reading Final Product Margarita Calderón & Associates, Inc.

ExC-ELL

49

Whole Class & Small Group Reading Approaches:

WHOLE CLASS 1.  Pre-teaching of

vocabulary 2.  Teacher think alouds to

model reading comprehension and word meaning in context

3.  Student peer reading using strategies

4.  Peer summaries 5.  Class discussions

SMALL GROUP 1.  Pre-teaching of

vocabulary 2.  Teacher think alouds to

model reading comprehension and word meaning in context

3.  Student peer reading using strategies

4.  Peer summaries 5.  Group discussions Margarita Calderón & Associates, Inc.

ExC-ELL


ExC-ELL


VOCABULARY 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 [AFTER READING SMALL CHUNKS OF TEXT]"

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

[BUT NEED TIME AND STRUCTURES!] "

THANK YOU!

[email protected] www.margaritacalderon.org

202-368-4621


Questions?

Free! Drilling Deeper With the Common Core Institute

June 24−25 Albuquerque, NM

Additional Resources

NMCCPD Program events and webinars Jackie Kearns [email protected] 610.248.7962 or 303.974.5983

NMCCPD Program Karina Vanderbilt [email protected] 505.827.7889

NMCCPD Program online courses Jane Kennedy [email protected] 443.416.4383

newmexicocommoncore.org

Thank You!

The webinar recording and handouts will be available at newmexicocommoncore.org/pages/view/220/webinars/11/. You will receive an email with this link within the next five business days.

the webinar will begin at 4:00 p.m. mdt - solution...

Documents