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INTEGRATING LANGUAGE, LITERACY AND CONTENT: Teacher and Student Accountability

INTEGRATING LANGUAGE, LITERACY AND CONTENT: Teacher and Student Accountability. Margarita Calder ón, Ph.D. Professor Emerita, Johns Hopkins University. LEARNING OUTCOMES. Overview of latest research on ELs Gain literacy strategies beneficial to ELs and struggling or reluctant readers

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INTEGRATING LANGUAGE, LITERACY AND CONTENT: Teacher and Student Accountability

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  1. INTEGRATING LANGUAGE, LITERACY AND CONTENT: Teacher and Student Accountability Margarita Calderón, Ph.D. Professor Emerita, Johns Hopkins University

  2. LEARNING OUTCOMES • Overview of latest research on ELs • Gain literacy strategies beneficial to ELs and struggling or reluctant readers • Learn how to explicitly teach vocabulary • Explore the use of interaction strategies to engage all students

  3. Diversity of ELs • LT-ELs -- Long-Term ELLs • HSN -- Highly Schooled Newcomers • R-ELs -- Reclassified ELLs • M-ELs -- Migrant ELLs • SIFE -- Students with Interrupted Formal Education • SE-ELs -- Special Education ELLs • Struggling Readers/Reluctant Readers Margarita Calderón & Associates, Inc.

  4. Diversity of ELs • What is the diversity of your ELs? • How are ELs grouped at your school? • Would a student benefit from a different configuration?

  5. NOW: STUDENTS FALLING THROUGH THE GAPS WITHOUT QUALITY INSTRUCTION TIER 1 – WHEN GENERAL EDUCATION TEACHERS DO NOT PROVIDE QUALITY INSTRUCTION FOR ELs AND ALL STUDENTS THEY FALL THROUGH THE GAPS.     80 – 90% GAPS IN INSTRUCTION 10 - 15% TIER 2 – EL STRATEGIC INTERVENTIONS  GAPS IN INSTRUCTION 5 - 10% TIER 3 SPED DROP OUTS

  6. QUICK OVERVIEW OF 3 STUDIES ON Features of quality • Instruction • Professional development • Whole-school structures across Sheltered English Immersion (SEI) and Bilingual Programs (TBA, DL, TWB)

  7. Results From the Five-year Studies: IES comparison study of K-4th dual language (DL), transitional bilingual (TB), and sheltered English instruction/structured English immersion (SEI). Carnegie Corporation of New York study in 6th-12th general education teachers, ESL, SEI, SIFE, and bilingual teachers.

  8. The New York Carnegie Corporation Goal for ExC-ELL (2008–2012) Collaboratively develop and test a professional development model and instructional design for K-12 general education, ESL, dual-language teachers who have ELs in their classrooms. Kapa’a Teachers

  9. NEW YORK CITY SCHOOLS THAT CONTINUOUSLY MEET AYP AND ELS SUCCEED.

  10. ExC-ELL Schools #1 in NYC, NC, UT, TX

  11. “School says nice work!” “… Expediting Comprehension for English Language Learners (ExC-ELL) contributed to the positive movement the school is continually making, both academically and in extra-curricular activities … it helped the school earn good standing – unconditional, highest rank status for the second year (Kauai newspaper). Kapa’a High School maintains status of # 1 on the Island!!! Margarita Calderón & Associates, Inc.

  12. SOME SCHOOLS IN … TRIED DOING WORKSHOPS WITHOUT FOLLOW-UP TEACHER SUPPORT SYSTEMS AND REMAIN IN TROUBLED WATERS

  13. Features of Success for ELs: Whole School Commitment • Language, literacy and content • Cooperative learning/interaction • Differentiated Tutoring (RTI) • Whole-school structures & effective leadership • Professional development for everyone • Teacher support: Coaching & TLCs • Parent/family support teams • Benchmark assessments and monitoring of implementation

  14. Why Explicitly Teach Vocabulary? • Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy, 2005). • Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). • Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELs (Carlo, August, & Snow, 2005; Calderón et al., 2005). Margarita Calderón & Associates, Inc.

  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). Margarita Calderón & Associates, Inc.

  16. THINK ABOUT IT How many words are your ELs learning per year? Margarita Calderón & Associates, Inc.

  17. ESL Depth of Vocabulary SHELTERED INSTRUCTION Reading & Writing in Content Domains BASED ON CURRENT RESEARCH, ELLs NEED A BALANCE OF

  18. 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.

  19. 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.

  20. Semantic Awareness Semantic Awareness is a cognitive, metacognitive, affective, and linguistic stance toward words. It is a mindset that word consciousness involves motivating and showing students how important it is to be learning words. Students who are word conscious are aware of the power of words they read, hear, write and speak. Semantic awareness helps students become more skillful and precise in word usage at many levels of complexity and sophistication.

  21. Find your 3 O’clock Buddy 1. SUMMARIZE: THE MESSAGES FROM WHAT HAS BEEN PRESENTED SO FAR. 2. DISCUSS: WHAT ARE THE IMPLICATIONS SO FAR FOR OUR SCHOOL?

  22. 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 tests. • For academic and economic status.

  23. Multiple Perspectives/Interfaces

  24. Multiple Perspectives/Interfaces

  25. Multiple Perspectives/Interfaces

  26. Multiple Applications of Words

  27. Academic Language: words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words Language Functions & Discourse Writing Conventions & Skills Reading Strategies & Skills Margarita Calderón & Associates, Inc.

  28. Explicit Instruction of Vocabulary STEP 1 SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT. STEP 2 TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION. STEP 3 STUDENTS READ, SUMMARIZE, DISCUSS, AND WRITE ABOUT THE SUBJECT USING THE NEW VOCABULARY Margarita Calderón & Associates, Inc.

  29. SELECTING WORDS TO TEACH ELS AND STRUGGLING READERS

  30. Identify and Classify Vocabulary: Selecting words to teach before, during, and after reading: • Select Tiers 1, 2, & 3 from students’ texts. • From your explanations, for class experiments, demonstrations you will present to them. • Words you want them to use during instructional activities, partner summaries, class discussions during and/or after reading, and those you want to see in their writing. • From and for assessments.

  31. TIER 3 – CONTENT SPECIFIC

  32. Tier 2—Subcategories Polysemous words(homonyms or homographs) across academic content areas: • fall • check • court • hand • long • pin • rest • roll • sense

  33. TIER 2 – SOPHISTICATED AND WORDS FOR SPECIFICITY TIER 1 – TALK, SAY TIER 2 -- WHISPER ARGUE SPECIFY ANNOUNCE REQUEST REVEAL REMARK DECLARE DESCRIBE DISCUSS PROCLAIM SHOUT SCREAM Margarita Calderón & Associates, Inc.

  34. 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 Margarita Calderón & Associates, Inc.

  35. 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 . . . Margarita Calderón & Associates, Inc.

  36. 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? Margarita Calderón & Associates, Inc.

  37. 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 Margarita Calderón & Associates, Inc.

  38. TIER 2 & 3 – COGNATES & FALSE COGNATES • Literature = literatura = littèrature • Context = contexto = contexte • Multisyllabic = multisilábico= ? • Osmosis = osmosis = osmose • Irony = ironía =ironie • Comprehension = comprensión =compréhension • False Cognates • Library ≠ librería (bookstore) = biblioteca = bibliothèque • Story ≠ historia (history) = cuento = histoire/conte • Exit ≠ éxito (success) = salida= sortie • Success ≠ suceso (event) = éxito= succès • Character ≠ carácter (personality) = personaje = caractèr Margarita Calderón & Associates, Inc.

  39. When explaining / presenting a lesson, pay attention to homophones such as: sum some cell sell weather whether blew blue whole hole TIER 2 -- HOMOPHONES Margarita Calderón & Associates, Inc.

  40. Simple words for English speakers, but might create difficulty for ELLs due to: Spelling Pronunciation Background knowledge Unfamiliar word, not previously taught False cognate TIER 1 FOR ELS Margarita Calderón & Associates, Inc.

  41. REVIEW: What are the differences between Tier 1, Tier 2, and Tier 3? FIND YOUR 9 O’CLOCK BUDDY Margarita Calderón & Associates, Inc.

  42. vary, underlying, albeit, solely, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit… These Await Your Students in 6th & 7th Grade Tests! Margarita Calderón & Associates, Inc.

  43. 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.

  44. 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.

  45. Identify & Classify Words

  46. 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.

  47. PRE-TEACHING VOCABULARYAn Example for 2nd to 5th Teacher says the word. Asks students to repeat the word 3 times. Teacher states the word in context from the text. Teacher provides the dictionary definition(s). Explains meaning with student-friendly definitions. Highlight grammar, spelling, polysemy, etc.  Engages students in activities to develop word/concept knowledge. Remind students how/when to use the word. Margarita Calderón & Associates, Inc.

  48. Example from 5th Grade Text • Say “manage” three times. • Although many species manage to survive such extreme . . . • (1) succeed in doing something difficult; (2) to be in charge of, to run: manage a company. • I managed to lose ten pounds by exercising. My father manages that store. • Manage is a polysemous word. Manejar is the cognate. It also has multiple meanings (to drive, to manage). • Think-pair-share: What have you managed well recently? • Remember to use manage in your summaries. Margarita Calderón & Associates, Inc.

  49. An Example for Pre-K to 1st 1. Introduce the new word or phrase and ask the children to say it three times or more. 2. Explain the word using everyday language. Provide a child-friendly definition. 3. Give examples of the word in a variety of contexts. Use complete sentences. Use concrete objects. 4. Think-Pair-Share --Ask the children to use it in a sentence with their buddy. Then, ask them what their buddy said. • Acknowledge the student’s attempts at using the new word. • Remind them when they need to use the new word. Margarita Calderón & Associates, Inc.

  50. An Example in Kinder • In the pretend or play area, the teacher has the students pack small bags, write their name or draw a picture on a tag, and tie the tag to their luggage. • Students are asked to say luggage 3 times. • Students are asked to say to a buddy, “I have . . . in my luggage. I am taking my luggage to . . .” • The teacher gives the student a sticker or teacher-made luggage tag to put on his or her suitcase every time the student uses the word luggage. Margarita Calderón & Associates, Inc.

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