If you learn the word, you can say it! If you can say it, you can write it!

1. If you learn the word, you can say it! If you can say it, you can write it! RTI Effectiveness Model for ELLs University of Colorado at Boulder

2. Two Part Day • Vocabulary • Oral Language and Writing

3. Big Question #1 • How might we increase our students’ vocabulary?

4. Objectives • What is the difference between activating prior knowledge and building background? • What are effective ways to teach vocabulary to emerging bilingual students?

5. Building Our Background Before We Begin • What is meant by activating prior knowledge? • What is meant by building background? • How do they differ instructionally?

6. Word Walls • Purpose: Create environmental text that supports learning • Process: Select words that are relevant to understand the story or concepts that might be misunderstood given their use in other areas. (Herrera, Perez, Escamilla, 2010). • Example: Photo

7. Catequoties and Word Sorts Purpose:To make connections with unconnected texts. Process: Small groups create groups or categories with quotes or pieces of text. Students label or name their categories. Students then talk to write… reflecting on the content and the learning process. Example: Word sort

8. Contextualizing vocabulary • Purpose: Expose children to print, new vocabulary and engage children in thinking • Process: Label items in the classroom with complete sentences, highlighting the key word in another color. Use realia. Engage thinking by forming a question. • Example: Photos

9. Linking Language Purpose:To learn vocabulary words by making connections with the words and linking them to prior experiences and background knowledge (Marzano, 2004) Process: Small groups rotate between chart paper with pictures of key vocabulary. Each student writes what comes to mind when looking at the pictures. Students connect their ideas with the key vocabulary word/concept. (Herrera, Perez, Escamilla, 2010, p.117) Example: video

10. What did you see? Collateral Learning Active Literacy • Spelling • Grammar • Using first language to make connections to the second • Word Choice • Word Analysis • Compare/Contrast • Categorizing • Inference • Synonyms • Drawing conclusions • 100 % Student engagement • Accessible for all linguistic and developmental levels • Thinking time • Speaking, Listening, Reading and Writing • Social skills • Risk taking in a safe environment • Values the known to build on the unknown • Leadership opportunities

11. Emphasizing Key Vocabulary • Vocabulary Self-Selection • Personal Dictionaries • Concept Definition Maps • Word Generation • Word Study Books • Cloze sentences • List-Group-Label • Vocabulary Games • Self-Assessment of levels of word knowledge How might we consider the prior knowledge and experiences of emerging bilingual students when we ask them to participate in these activities?

12. Objectives • What is the difference between activating prior knowledge and building background? • What are effective ways to teach vocabulary to emerging bilingual students?

13. Big Question #1 • How might we increase our students’ vocabulary?

14. BIG Question #2 • What is the importance of developing oral language and literacy skills simultaneously?

15. Objectives • What is critical to have in place for Emerging Bilinguals in order to meet their literacy needs? • Within a school day, what opportunities are there to have students talk and write and read?

16. Herrera, Perez, Escamilla • “It is not in the best interest of students to delay instruction in writing until they have achieved oral proficiency in the second language.” (2010, p.196)

17. Oral Language and Writing Development Doesn’t require instruction Requires instruction Writing Development in the first language Oral Language in the second language Oral Language in the second language • Oral Language development in the first language Herrera, Perez, Escamilla 2010

18. Three types of research on writing • Direct Instruction: Spelling, DOL • Interactive Instruction: Cooperative Learning • Process Instruction: Dialogue journals, writer’s workshop Herrera, Perez, Escamilla 2010, Genesee and Riches

19. Most Effective Instruction

20. Differentiated Brainstorm • Purpose: • Activating prior knowledge using all 4 language modalities • Process: • Small group • One person says the word • Everyone repeats the word • Everyone writes the word • The person who said the word reads the word on everyone’s list • Example:Video clips

21. Oral Rehearsal • Purpose: To give EBs opportunities to practice orally what they are going to write before they write it. • Process: Tell your partner what you are going to write and then write what you said. • Example: Video

23. Oral rehearsal with technology

26. Talk To Write!! Purpose:To give EBs opportunities to verbalize their thinking and listen to others’ thoughts on the topic so that they express their ideas more deeply through writing. Process:Turn, talk, write and read Example:Student writing sample and video

27. Talk to write – Text book • Which side do you think had the best long-term chances for victory at the start of the Civil War? Why?

28. Spelling and Vocabulary • Read it • Say it • Use it in a sentence (orally) • What do you think it means? • Draw it and explain your picture to your partner. • Think – Pair – Share: What type of word is it? What rule does the word follows?

29. Journals, Reflections, Response logs…

31. Language Experience Approach • Purpose: LEA is a reading method based on students’ own language. Thus, children's own language becomes their reading material. • Process: Students as authors dictate a story about an actual experience to a scribe, who may be a teacher, a teaching assistant, a parent or community volunteer, or a tutor. Next they copy the story (or trace it), illustrate it, and read it again and again. • Example: Define the process and photos The Language Experience Approach Janette Klingner

32. LEA Process Defined • Discuss the child's ideas • Record the story • Copy and illustrate the story • Practice sentences • Learn words • Learn letter sounds

33. Key components to instruction • Clear objectives • Learning Process defined • Establish expectations • Self and Peer Assessments This is a sentence. this not sentence

34. Most Effective Instruction

35. How do the Direct, Interactive and Process Areas of writing research relate to instruction?

36. Team work! • Plan together how you might incorporate LEA and other approaches in your classroom this week! • Think about integrating research and instruction while considering emerging bilingual students’ linguistic and cultural needs as you work together.

37. Objectives • What is critical to have in place for Emerging Bilinguals in order to meet their literacy needs? • Within a school day, what opportunities are there to have students talk and write and read?

38. BIG Question #2 • What is the importance of developing oral language and literacy skills simultaneously?

39. “When you talk, you get better at writing, When you write, you get better at reading!” Rosanna, 2nd grade, 1995