ExC-ELL EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL SETTINGS Margarita Calderón, Ph.D. Professor Emerita, Johns Hopkins University Argelia Carreón María Trejo Margarita Calderón & Associates Margarita Calderón & Associates, Inc.

Transcript ExC-ELL EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL SETTINGS Margarita Calderón, Ph.D. Professor Emerita, Johns Hopkins University Argelia Carreón María Trejo Margarita Calderón & Associates Margarita Calderón & Associates, Inc.

ExC-ELL

EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL SETTINGS

Margarita Calder ón, Ph.D.

Professor Emerita, Johns Hopkins University Argelia Carreón María Trejo Margarita Calderón & Associates Margarita Calderón & Associates, Inc.

ExC-ELL

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.

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ExC-ELL

Clock Buddies

• Draw a clock on your paper and indicate the hours: 12, 3, 6, 9.

12  9 3 6 • Find one partner for each hour. Write your name on their clock and they write their name on yours.

ExC-ELL Results From the Five-year Studies: IES comparison study of K-4 th 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 6 th 12 th general education teachers, ESL, SEI, SIFE, and bilingual teachers.

New study in NYC on RTI and LT-ELs. Margarita Calderón & Associates, Inc.

ExC-ELL

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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ExC-ELL

ADD % TO EACH

     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 ____

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ExC-ELL

THINK ABOUT IT

1.

2.

3.

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

How about the struggling learners?

How about the highly schooled newcomers?

SIFE?

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ExC-ELL Key: Teach Vocabulary Before, During & After Students Read

• • • • •

Vocabulary knowledge

correlates with reading comprehension.

Reading comprehension

correlates with procedural and content knowledge.

Content knowledge

success.

correlates with academic

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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ExC-ELL 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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• •

ExC-ELL 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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ExC-ELL

ORACY/RICH LANGUAGE DEVELOPMENT

Oracy development occurs when teachers

 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)  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) 11

ExC-ELL 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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ExC-ELL

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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ExC-ELL

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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ExC-ELL

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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ExC-ELL

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 17

ExC-ELL

TIER 3 – CONTENT SPECIFIC

Square root Rectangle Radical numbers Photosynthesis Government Germ Atom Circumference Matter Pi square Osmosis Power Power Bylaws Bailout Congressional Capital Power

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ExC-ELL

Tier 2 —Subcategories

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

ExC-ELL TIER 2 – WORDS THAT NEST CONTENT WORDS AND CONCEPTS 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 … Margarita Calder ón & Associates, Inc.

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

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

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ExC-ELL

• • • •

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

•

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ExC-ELL

TIER 2 – SOPHISTICATED WORDS FOR SPECIFICITY FOR THE WORD “

TALK

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

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• Discuss • Proclaim • Shout • Scream • Converse • Communicate • Verbalize • Debate • Articulate • Question 23

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

IDIOMS WITH: 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 24

ExC-ELL

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

CHECK THIS OUT!

• Checkbook • Paycheck • Checkstub • Blank check • Rubber check • Rain check • Spot check • Checklist • Checkmate 25

ExC-ELL

Spanish to English: ¡Fácil!

Fácil •Facile •Facilitate •Facilitator •Facilitation Edificio •Edifice •Edify •Edification 26

ExC-ELL

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 . . .

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ExC-ELL

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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ExC-ELL

Tier 1 Words for ELs

Tier 1 Problem Words

Spelling Pronunciation or confusion with homophones

Examples

Tough, toothache, phrase, highlight, because 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,

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success 29

ExC-ELL

1 2 3

Summarize and Memorize the Tiers

ExC-ELL

Your Turn!



Select 3 words for each tier (Tier 1, 2, 3) from the text slide.

ExC-ELL 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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ExC-ELL 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.

ExC-ELL U.S

DEPARTMENT OF ENERGY Revolution Now

The Future Arrives for Four Clean Energy Technologies

September 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

. 34

ExC-ELL

Gaining Force

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 1 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.

ExC-ELL Identify & Classify Words Tier 2 Tier 1 Type of Words

Polysemous Phrases (bundled up words, idioms)

Tier 3

Cognates Connectors & transition Homophones Other: 36

ExC-ELL

HOW TO TEACH WORDS IN ALL SUBJECT AREAS IN L1 AND L2?

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ExC-ELL

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.

ExC-ELL

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!

ExC-ELL

Multiple Applications of Words

Text structure

Problem – solutions

Writing strategy

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

TIER 2

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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ExC-ELL PRE-TEACHING VOCABULARY An Example for 2 nd to 12 th

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.



Engages students in activities to develop word/concept knowledge.

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

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ExC-ELL Teaching Concepts/Vocabulary 1.

Teacher asks students to repeat the word.

Teacher states the word in context from the text.

Teacher provides the dictionary definition(s).

Explains meaning with student-friendly definitions.

Engages students in activities to develop word/concept knowledge.

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

Reminds when to use it.

Say

effect

3 times.

Weather can have a big

effect

on your life. The result or consequence of something.

Two cups of coffee in the morning have a big effect on me -- I can

’

t sleep at night!

What has had a big effect on your life recently? TTYP It is a cognate –

efecto

. How do we spell

effect

? What other word is similar?

Use

effect

in your EXIT PASS today.

ExC-ELL Teaching Concepts/Vocabulary 1.

Teacher asks students to repeat the word.

Teacher states the word in context from the text.

Teacher provides the dictionary definition(s).

Explains meaning with student friendly definitions.

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

Engages students in activities to develop word/concept knowledge.

Reminds when to use it.

Say

transformational

3 times.

America has anticipated the

transformational

impact of clean energy technologies. to change, to convert, to revolutionize. (life-changing) Twitter has had a

transformational

impact on how we communicate!

The cognate for transform is –

transformar

. What other word is similar?

What would have a

transformational

impact on your life? TTYP

Use

transformational

PASS today.

in your EXIT 43

ExC-ELL Teaching Vocabulary 1.

Teacher selects the word and sentence from the text.

Provides the dictionary definition. Explains meaning with student friendly definitions.

Asks students to repeat the word 3 times. Highlights features of the word: polysemous, cognates, etc.

Engages students in activities to develop word knowledge.

Reminds how they will use it.

…a clean energy

revolution

seemed just out of reach.

always [noun] To create a momentous or sweeping change in someone or something. Example: Jason’s marriage created a

revolution

with his in-laws. [adjective] Was it because he was a

revolutionary

Say

revolution

3 times. Now say

revolutionary

3 times.

What is the cognate for

revolutionary

Use the word as a verb and as an adjective.

Use both

revolution

and

revolutionary

in your summaries.

ExC-ELL More Examples for Step #6

•

Popcorn Answers:

If you are studying for a test, you need to do it

persistently.

else do you need to do

persistently

What •

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

Were afraid of cats?

if you: 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.

ExC-ELL

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).

ExC-ELL

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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ExC-ELL 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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ExC-ELL

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… 49

ExC-ELL

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… 50

ExC-ELL GRAMMAR 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.

ExC-ELL 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

help the people and take care of the land. to “ We will always work hard, ” the children replied.

“ You must also be

faithful

sisters, no matter what, ” to your brothers and the queen said.

ExC-ELL Vocabulary and Oracy Development Takes Place During:

1. Pre-teaching of vocabulary 2. Teacher read alouds 3. Student peer reading 4. Peer summaries 5. Depth of word studies/grammar 6. Class discussions 7. Cooperative learning activities 8. Formulating questions and Numbered Heads 9. Round Table Reviews 10.Pre-writing & drafting 11.Revising/editing 12.Reading Final Product 53

ExC-ELL

Consolidation Activities

Activity: Exit Pass

1. 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 ”

” 54

The Most Important….

Vocabulary

The 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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ExC-ELL

EVIDENCE-BASED INSTRUCTION FOR ELS IN BILINGUAL SETTINGS

Teaching Content Reading

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ExC-ELL Fluency

• 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).

)

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ExC-ELL

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

Table of Contents Headings

How does it help me read and understand?

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Seek and Find Activity

Newspaper: Circle and Label Books: Tag and Label

Share and explain how the text feature helps with comprehension

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Reading Road Signs 60

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Text Structure

Structure Signal Words Graphic Description

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

Sequence

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

Problem-Solution

• problems are identified and solutions are provided • supporting details describe the problem and solution above, across, all, also, appears to be, as an example, behind, below, beside, by observing, characteristics are, for example, for instance additionally, after, after that, afterward, another, at __(time), before, during, finally, first, following, initially, last , later, meanwhile, next accordingly, answer, as a result, because, challenge, decide, fortunately, if __then, issue, one reason is, outcome is, problem, so Attempted solution Results Attempted solution Results

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ExC-ELL

Text Structures

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ExC-ELL 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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ExC-ELL Step 2: Model Reading Comprehension Strategy

Teacher Read and Think Alouds

M O D E L

•

Fluency

•

Comprehension Strategies

•

Self-correction

•

Fix-it strategies M O D E L Extend comprehension Teach more words Margarita Calder ón & Associates, Inc.

ExC-ELL Margarita Calderón & Associates, Inc.

ExC-ELL

Clean Energy Technologies Coal fired electric plant Wind farm commons.wikimedia.org

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http://www.crystalgraphics.com/powerpictures/im ages.photos.asp?ss=wind%20power%20plant 66

ExC-ELL

Clean Energy Technologies Chellascommoncents.com/cleaning

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images.thetruthaboutcars.com

https://www.google.com/#q=electric+car+images 67

ExC-ELL

Gaining Force

p. 23

Model Partner Reading

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 Margarita Calder ón & Associates, Inc.

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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ExC-ELL

Step 3: Partner Reading

• • 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.

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ExC-ELL Partner Reading – Option 2

• • • • 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 .

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ExC-ELL Land-Based Wind Power Wind deployments on a steep upward climb

3 Today, deployed wind power in the United States has the equivalent first non-hydro renewable energy source to begin to approach the same scale as conventional energy forms like coal, gas and nuclear.

p.24

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ExC-ELL

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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ExC-ELL Step 4: Whole Class Debriefing

  

After section assigned for partner reading

: 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.

Does the author support the statement that “ there is stuff going on ” ? Explain . 75

ExC-ELL

Review the steps. What did you observe during this strategy?

Let

’

s Debrief

How does the summary help with oracy?

How is this beneficial to students?

ExC-ELL The future of wind

Wind 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.

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ExC-ELL 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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ExC-ELL 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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ExC-ELL Step 5: Connect Reading and Writing Formulating Questions 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.

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ExC-ELL Applying Bloom

’

s Taxonomy of Cognitive Process – 1

THINKING PROCESS

(Knowledge-1)

Shallow processing: drawing out factual answers, testing recall and recognition

R E M E M B E R

VERBS FOR OBJECTIVES choose describe define identify label list locate match memorize name omit recite recognize select state MODEL QUESTIONS Who?

Where?

Which one?

What?

How?

What is the best?

Why?

How Much?

When?

What does it mean?

INSTRUCTIONAL STRATEGIES • Highlighting • Rehearsal • Memorizing • Mnemonics

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ExC-ELL

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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ExC-ELL

• 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.

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

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ExC-ELL

• 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.



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ExC-ELL

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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ExC-ELL

Assessment & Writing

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. Margarita Calderón & Associates, Inc.

ExC-ELL

Inside the Foldable

Coordinating Conjunction Correlative Conjunction Subordinating Conjunction Conjunctive Adverb

FANBOYS: F – for A – and N – nor B – but O – or Y – yet S – so both . . . and either . . . or neither . . . nor not only . . . but also whether . . . or

Samples:

My Dad and his friend met for lunch today.

My examples: Samples:

Either the pencil or the pen will work.

My examples: 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:

I made the grocery list after I checked the pantry.

My examples: Samples:

The movie was good; however, I prefer the book.

My examples: Margarita Calder ón & Associates, Inc.

ExC-ELL

Writing to Learn

Writing Mode Description / Expressive Narration Exposition / Informative Persuasion Purpose Key Verbs/Phrases

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

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

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

Tell, tell about a time, imagine that… Explain, explain how, tell why (cause and effect), classify, compare and contrast.

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

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ExC-ELL Writing to Learn Writing Mode Problem/Solution Compare/Contrast Cause/Effect Purpose Key Verbs/Phrases

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 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..

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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ExC-ELL

• 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.



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ExC-ELL Drafting: Team Chooses one The historic shifts to a cleaner, more domestic and more secure energy future is a realistic goal because… Or The historic shifts to a cleaner, more domestic and more secure energy future is not realistic goal because… a

Use as many Tier 2 & 3 words as possible.

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ExC-ELL

•

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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ExC-ELL Code

Circle

Chart for Ratiocination Clue

“ to be ” verbs: is, am, are, was, were, be, being, been Decide: Keep or change to active verb.

Decide: Keep or change to sophisticated transition word or connector.

Make a list of very first word. Underline Find Tier 1 words.

Decide: Keep or substitute with Tier 2 word.

Tier 1 words

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ExC-ELL

Revising: Cut and Grow



Students 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.

cut 

Students reread their improved

grow

compositions.

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ExC-ELL Argumentation is HUGE in the Standards; let

’

s make sure our students have the academic discourse to do it properly

ExC-ELL

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… 96

ExC-ELL

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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ExC-ELL

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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ExC-ELL

WRITEAROUND 4

•

Ask a volunteer to read it to the class.

•

10 minutes to prepare; 1 minute to read.

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ExC-ELL

BOOKMARKS FOR PARTNERS

FIGURE OUT WORDS:

•Reread that word •Say it slowly •Use the vowel sounds •Cover the word and slowly uncover each part •Read the sentence again

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PARAGRAPH SUMMARIES:

•Who •What •Where •When •Why •How 100

ExC-ELL

A quote/fact/sentence you liked: What I thought about that: A fact that surprised you: Two facts you will remember:

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ExC-ELL

Page _____ _____ _____ _____ _____ _____ _____ SUMMARY STATEMENTS:

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ExC-ELL

What is RAFT?

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

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

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

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

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ExC-ELL Example of RAFT Assignments R

News reporter Astronomer Acute triangle

College-educated adults First graders

News article Travel guide Obtuse triangle Letter Jackie Robinson Tornado tracker Hall of Fame Audience Weather reporter Acceptance speech Interview Hermione Granger Rosa Parks Harry Potter Historians Dialogue Diary entry

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Global warming Journey through the solar system Differences among triangles My life in baseball Facts about tornados Why are you so suspicious?

The boycott 104

ExC-ELL Story Map for a Narrative Characters Beginning (What is the problem/conflict?) Setting

Event 1

Middle (What events happened?)

Event 2 Event 3

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

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ExC-ELL

Tear ups!

• 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.

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ExC-ELL

Tear ups!

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

• 1 st 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.

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ExC-ELL Margarita Calderón & Associates, Inc.

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ExC-ELL Margarita Calderón & Associates, Inc.

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ExC-ELL

NEXT STEPS FOR A SUCCESSFUL IMPLEMENTATION And homework…

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ExC-ELL Vocabulary and Oracy Development Takes Place During:

ExC-ELL

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 112

ExC-ELL 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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ExC-ELL

How to be successful!

1. Adhere fidelity to all ExC-ELL components 2. Have 80-100% of teachers in a school implementing ExC-ELL 3. Train administrators and coaches 4. Coach teachers 3 to 5 times a year 5. Implement TLCs/PLCs

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ExC-ELL

THANK YOU!!!

Wishing you success in your new endeavors!

[email protected]

[email protected]; [email protected], www.margaritacalderon.org

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ExC-ELL

• • • •

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.) Margarita Calderón & Associates, Inc.

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ExC-ELL

• • •

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) Margarita Calderón & Associates, Inc.

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ExC-ELL

• • • • •

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) Margarita Calderón & Associates, Inc.

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ExC-ELL

• • •

Jigsaws (15 – 20 min) other cooperative learning techniques WRITING (connect writing to reading) (each day 1 – 10 min)

•

ASSESSMENT Margarita Calderón & Associates, Inc.

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