Working with Middle School English Language Learners

1. Working with Middle School English Language Learners Getting All Subgroups to Make AYP for NCLB February 21-22, 2008 Rootstown, Ohio William P. Bintz, Ph.D. SREB Consultant

2. Introduction • “The Rat Trap” • Five Little Fiends • Quick Write • Time Spent on Teaching Science • Time Spent across the Curriculum • Engaging texts and strategies to use across the curriculum

3. Reflections: Quick Write Quick Write strategy (in planner)

4. Objectives • Understand the needs of middle school English language learners; • Examine a variety of practices to integrate literacy across the curriculum; • Learn how to address the need for targeted instruction for students not on grade level; • Identify principles and effective strategies for providing supplemental instruction • Practice teaching at least one strategy/best practice to introduce to your colleagues

5. Workshop FormatDay 1 – February 21, 2008 • Concurrent Session A (2 hrs) • Meet with all Strand 2 participants • Following this session, meet with home team in Great Hall C - Team De-Briefing - Session A (45 min.) • Concurrent Session B (2 hrs) • Meet with all Strand 2 participants • Following this session, meet with home team in Great Hall C - Team De-Briefing - Session B (45 min)

6. Workshop FormatDay 2 – February 22, 2008 • Team Report Out – Day 1 (45 min) • Meet in assigned team groups – see agenda for locations • Concurrent Session C (2 hrs) • Meet with all Strand 2 participants • Following this session, meet with home team in Great Hall C - Team De-Briefing - Session C (45 min.) • Teach Back/Team Report-Out – Day 2 (1 hr) • Meet in assigned team groups – see agenda for locations

7. Strand Format • Introduce strategies and best practices • Discuss key indicators of success • Review research • Determine status of school practices • Actions taken by successful schools • Practice strategies • Decide on strategies to implement

8. Five Literacy Goals • Students read 25 books. • Students write every week. • Students use reading and writing strategies. • Students complete research(ed) papers. • Students take rigorous English courses. LAC page 17

9. Four Process Readiness Indicators(MMGW, p. 7-13) • Reading: Read the equivalent of 10-12 books of various types and lengths each year; • Writing: Write every day, including a paper to be graded each week; • Speaking: Speak and present information frequently in a variety of formats; • Listening: Listen to presentations frequently for a variety of purposes.

10. Type of Material Novels Short Stories Nonfiction texts Poems Technical Reading Magazine or Newpaper articles Amount Per Year 6 15 4 20-30 5 1 per week Four Process Readiness Indicators: Reading

11. Type of Writing Response to reading, listening, or viewing Short paper of 1-3 pages Longer paper, over 5 pages, including fiction, persuasive, etc. Research paper with appropriate documentation, 5+ pages Amount per year Daily Weekly Monthly Annually Four Process Readiness Indicators: Writing

12. Type of Speaking Individual speech or presentation Reading aloud or acting in a play Leading discussion or delivering instructions Group discussion Amount per year 3-5 per year 2-3 per year Monthly Weekly Four Process Readiness Indicators: Speaking

13. Type of Listening Respond to live or recorded presentations Take notes Organize information from listening Amount per year 3-5 per year Weekly Weekly Four Process Readiness Indicators: Listening

14. The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004) 1. Direct, explicit comprehension instruction; 2. Effective instructional principles embedded in a content; 3. Motivation and self-directed learning; 4. Text-based collaborative learning; 5. Strategic tutoring; 6. Diverse texts; 7. Intensive writing; 8. A technology component;

15. The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004) 9.Ongoing formative assessment of students; 10 Extended time for literacy; 11 Professional development; 12 Ongoing summative assessment of students & programs; 13 Teacher teams; 14 Leadership; 15 A comprehensive & coordinated literacy program.

16. Session Topics • Topic 1: Read & Think Alouds • Topic 2: The Big Six Reading Skills • Topic 3: Practicing the Big Six Reading Skills

17. Topic 1: Read & Think Alouds • “Read to me, Daddy” • Readers’ Theater • Punctuation Takes a Vacation (ELA) • How the Fractions Squeezed Between the Counting Numbers (Math) • Gotta Go, Gotta Go (Science) • Overview & rationale for read-aloud & think-aloud

18. Reflection and Evaluation Concurrent Session A Grand Finale Comment

19. Team De-Briefing Concurrent Session A

20. Topic 2: The “Big Six” Reading Skills • The Incredible Book Eating Boy • Summarizing • Paraphrasing • Categorizing • Inferring • Predicting • Recognizing Academic Vocabulary

21. How do we know these are important? • Direct links to most items on ASSET/COMPASS reading placement tests. • Included in ACT • Consistently in state standards • Recognized by postsecondary faculty for importance • Linked to all content areas • Linked to careers

22. Summarizing • Only skill identified in both Reading Next and Writing Next as improving essential literacy skills • Essential in research and other expository writing

23. Strategies to teach summarizing • Jigsaw • Paired Questioning • GIST • KWL • Cornell Notes • Reciprocal Teaching

24. Paraphrasing • Reduces plagiarism—considered one of the biggest academic “crimes” • Show adaptation for audience and purpose—essential writing skills • Reflects a deeper understanding of material

25. Strategies to teach paraphrasing • Jigsaw • Paired Questioning • KWL • Cornell Notes

26. Categorizing • Ability to group information into manageable chunks • Essential for study skills • Mandatory for problem analysis and solution—especially in workplace or laboratory • Only easy for naturalist intelligence—must be taught to others

27. Strategies to teach categorizing • KWL • Graphic Organizers • Concept Definition Map • Frayer Model • Cornell Notes

28. Inferring • Reading “between the lines” • Encourages connection within a text, across texts and to other contexts • Shows that a reader “really gets it”

29. Strategies to teach inferring • RAFT • Questioning the Author

30. Predicting • Form of inferring • Requires support for prediction • Forward thinking based on backward knowledge • Required to solve non-routine problems in the real world

31. Strategies to teach predicting • KWL • Anticipation Guides • Visual Prediction Guide • Reciprocal Teaching

32. Recognizing academic vocabulary • Separates success for second-language students • Technical language (jargon) • Understanding roots and affixes

33. Strategies for teaching vocabulary • Vocabulary Clues • Concept Definition Map • Mathematics Reading Keys • Frayer Model

34. The Big Six Reading Skills Linked to Literacy Across the Curriculum • Group 1: summarize problem 1 (LAC 20-21) • Group 2: paraphrase problem 2 (21) • Group 3: categorize problem 3 (21-22) • Group 4: infer problem 4 (22-23) • Group 5: predict problem 5 (23) • Group 6: vocabulary problem 6 (24) • Group 7: summarize problem 7 (25) • Group 8: paraphrase problem 8 ( 25-26) • Group 9: categorize problem (27)

35. Topic #3: Practicing the Big Six Reading Skills • Summarizing • Paraphrasing • Categorizing • Inferring • Predicting • Recognizing Academic Vocabulary

36. Practicing the Six: Summarizing • GIST • “The Demon in the Freezer”

37. Practicing the Six: Inferring • The English Patient • “Hocked Gems” • “Petoskeys” • The Reading Process • What are you thinking about? • “Mr. Jones” • Collaborating with an Author • I Never Knew Your Name

38. Reflection and Evaluation Concurrent Session B Grand Finale Comment

39. Team De-Briefing Concurrent Session B

40. Practicing the Six: Paraphrasing & Predicting • Story Impressions in ELA and across the curriculum • The Wretched Stone • Predictive and Story Summaries • Retelling Strategy • Low-Level vs. High-Level comprehension questions

41. Practicing the Six: Categorizing & Recognizing Academic Vocabulary • Concept Sorts • Wordstorming A-Z • Word Questioning

42. Additional Resources (in planner) • Some interesting research findings on vocabulary instruction • Great Books for Supporting Inferential Thinking

43. Team De-Briefing Concurrent Session C

44. Prepare for Teach Back Select a strategy Partner and prepare Present Receive positive feedback

45. Reflection and Evaluation Concurrent Session D Grand Finale Comment Next Steps Evaluation Form

46. Safe travels home!