SUPPORTING LONG-TERM ENGLISH LEARNERS

1. Margarita Calderón & Associates, Inc. Welcome to ExC-ELL!!! Welcome to ExC-ELL!!!

2. LEARNING OUTCOMES Overview of on-going research on language, literacy and content. Experience examples of instructional strategies that ensure academic language, close reading, and writing specific to the Common Core State Standards. Margarita Calderón & Associates, Inc.

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

4. Margarita Calderón & Associates, Inc. English learners are a highly heterogeneous group! Yet, they usually wind up in the same ESL or sheltered instruction classroom. Schools need to be more proactive in determining language, literacy, and academic knowledge background of each student. Think-Pair-Share: Heterogeneity is good – up to a point.English learners are a highly heterogeneous group! Yet, they usually wind up in the same ESL or sheltered instruction classroom. Schools need to be more proactive in determining language, literacy, and academic knowledge background of each student. Think-Pair-Share: Heterogeneity is good – up to a point.

5. Features of Success for ELs: Whole School Commitment Integrated 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 Margarita Calderón & Associates, Inc.

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9. Why is Vocabulary Critical to Reading Comprehension? 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.

10. 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.

11. THINK ABOUT IT How many words are your LT-ELs learning per year? How about the struggling learners? How about the highly-schooled newcomers? Margarita Calderón & Associates, Inc.

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13. Margarita Calderón & Associates, Inc. There needs to be a balance between providing comprehensible sheltered instruction and ensuring ELLs are developing depth and breadth of word knowledge and usage. Language grows as a result of reading in all the subject areas. However, this does not mean silent reading, where students resort to pretend reading because the task of comprehension is too difficult. We will see what the comprehensive process of reading entails. It is very different from mainstream reading. There are more steps involved and yes, it takes more time. It is always preceded by pre-teaching words that will make that text comprehensible to the student. More words are taught/learned while reading, and still more are taught/learned after reading. Standards: Academic vocabulary; systematic vocabulary development. There needs to be a balance between providing comprehensible sheltered instruction and ensuring ELLs are developing depth and breadth of word knowledge and usage. Language grows as a result of reading in all the subject areas. However, this does not mean silent reading, where students resort to pretend reading because the task of comprehension is too difficult. We will see what the comprehensive process of reading entails. It is very different from mainstream reading. There are more steps involved and yes, it takes more time. It is always preceded by pre-teaching words that will make that text comprehensible to the student. More words are taught/learned while reading, and still more are taught/learned after reading. Standards: Academic vocabulary; systematic vocabulary development.

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15. 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. Margarita Calderón & Associates, Inc. Many students have been promoted each year even though they were reading at a surface level. They pretend to read. They can answer questions at the end of the chapter by going back into the text and copying what resembles to be an answer. They can guess the low-level questions most of the time, but cannot make inferences or summarize or do any of the higher level responses. If deep comprehension skills have been taught in the primary language, these are the skills that transfer into English, if the words for using those skills have been explicitly taught in English. Students will be able to participate in higher order discussions if they are given the discourse prompts for those higher thinking conversations and writing tasks. *ELD/ELL reading comprehension standards **Reading/Language Arts standards Many students have been promoted each year even though they were reading at a surface level. They pretend to read. They can answer questions at the end of the chapter by going back into the text and copying what resembles to be an answer. They can guess the low-level questions most of the time, but cannot make inferences or summarize or do any of the higher level responses. If deep comprehension skills have been taught in the primary language, these are the skills that transfer into English, if the words for using those skills have been explicitly taught in English. Students will be able to participate in higher order discussions if they are given the discourse prompts for those higher thinking conversations and writing tasks. *ELD/ELL reading comprehension standards **Reading/Language Arts standards

16. SUMMARIZE: THE MESSAGES FROM WHAT HAS BEEN PRESENTED SO FAR. 2. DISCUSS: WHAT ARE THE IMPLICATIONS SO FAR FOR YOUR CLASSROOM AND YOUR SCHOOL? Margarita Calderón & Associates, Inc.

17. With your colleague(s), read slides #18 to #21 and summarize. Margarita Calderón & Associates, Inc.

18. ORACY/RICH LANGUAGE DEVELOPMENT Oracy = the ability to express oneself fluently and grammatically in speech. Oral skills are developed as they occur regularly throughout the day – during pre-teaching of vocabulary, during reading, after reading in cooperative learning activities, small group and whole group discussions, and before, during and after writing.

19. 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)

20. As Biber (1988) and other linguists have pointed out, authors of narrative and informational texts have different goals and, as a result, use words in very different ways. Marzano (2004) found two features associated with science and social studies vocabulary: complex phrases and polysemous words.

21. The word work has 53 common meanings according to Dictionary.com. In the science program, one meaning only—and in this case a very precise one—is developed, which is work as “using force in order to move an object a certain distance” (Cooney et al., 2006, p. EM9; Hiebert & Cervetti, 2011).

22. Margarita Calderón & Associates, Inc. Word consciousness or semantic awareness should be fostered at all grade levels and all subjects since students have to learn some 50,000 words before they graduate from high school. Standard: Prepare and deliver presentation and reports in various content areas, including a purpose, point of view, introduction, coherent transition, and appropriate conclusion. Word consciousness or semantic awareness should be fostered at all grade levels and all subjects since students have to learn some 50,000 words before they graduate from high school. Standard: Prepare and deliver presentation and reports in various content areas, including a purpose, point of view, introduction, coherent transition, and appropriate conclusion.

23. 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. Margarita Calderón & Associates, Inc. Academic language is not only for students. Teachers also need to be conscientious about their academic language as they impart instruction. Academic vocabulary and syntactic structures are necessary to comprehend any textbook and to be able to do the type of writing required in each class, and to do well on tests. More important, language is status! The way one speaks connotes status. The words we use exemplifies status. We’ll see an example of this later on today. Standard: Academic vocabulary. Academic language is not only for students. Teachers also need to be conscientious about their academic language as they impart instruction. Academic vocabulary and syntactic structures are necessary to comprehend any textbook and to be able to do the type of writing required in each class, and to do well on tests. More important, language is status! The way one speaks connotes status. The words we use exemplifies status. We’ll see an example of this later on today. Standard: Academic vocabulary.

24. For Meeting the Common Core Standards Margarita Calderón & Associates, Inc. Our colleagues who come from the fields of linguistics and second language acquisition use the term “language functions” for the examples listed above. See: Schleppegrell. M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Halliday, M. A. K. & Hasan, R. (1989). Language, context, and text” Aspects of language in a social-semiotic perspective. Oxford, England: Oxford University Press. Our colleagues who come from the fields of linguistics and second language acquisition use the term “language functions” for the examples listed above. See: Schleppegrell. M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Halliday, M. A. K. & Hasan, R. (1989). Language, context, and text” Aspects of language in a social-semiotic perspective. Oxford, England: Oxford University Press.

25. 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. Margarita Calderón & Associates, Inc. VOCABULARY VOCABULARY VOCABULARY If the vocabulary bank is small, the comprehension is very limited, if comprehension is limited, there is very little learning of that subject taking place, if there is very little learning taking place, then the student’s performance on assessments will be dismal. However, as the vocabulary bank grows, so does comprehension. Better comprehension leads to more subject matter learning. More learning, then, leads to higher test scores. VOCABULARY VOCABULARY VOCABULARYVOCABULARY VOCABULARY VOCABULARY If the vocabulary bank is small, the comprehension is very limited, if comprehension is limited, there is very little learning of that subject taking place, if there is very little learning taking place, then the student’s performance on assessments will be dismal. However, as the vocabulary bank grows, so does comprehension. Better comprehension leads to more subject matter learning. More learning, then, leads to higher test scores. VOCABULARY VOCABULARY VOCABULARY

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27. Multiple Applications of Words Margarita Calderón & Associates, Inc. As our students attempt to communicate solutions to information problems, they will need to know and use words such as these.As our students attempt to communicate solutions to information problems, they will need to know and use words such as these.

28. ELL Oracy Takes Place During Content Instructional Sequences: Pre-teaching of vocabulary Teacher read alouds Student peer reading Peer summaries Depth of word studies/grammar Class discussions Cooperative learning activities Formulating questions and Numbered Heads Round Table Reviews Pre-writing & drafting Revising/editing Sharing

29. A framework for selecting words: Tier 1, 2, and 3 word categories Words that support major ideas in a text, and are the most useful, critical, to the major concepts. Content area texts have key terms that are Tier 3, but not Tier 2 or Tier 1 that are new to ELs. Which words do you want to hear in their discussions and see in their academic writing? Which words are most useful for ELs to learn? What are the syntax and grammatical features you want ELs to learn from this text?

30. The core vocabulary consists of Tier 3 words such as mysteries, property, and interior. These words are highly versatile--many of them are polysemous and can also function as different parts of speech. Approximately 4,000 root words in this core group form approximately 5,600 unique words (Zeno, Ivens, Millard, & Duvvuri, 1995). When simple endings are added to these words (inflected endings, possessives, plurals, ly, y, er, est), their numbers approach 9,000 words (Hiebert & Cervetti, 2011).

31. TIER 3 – CONTENT SPECIFIC Margarita Calderón & Associates, Inc. Tier 3 words are subject-area specific words. They tell us immediately what discipline is being studied, as we can see under each category here. Language arts, technology, physical education, music, and other electives have their own jargon, discourse, Tier 3 words. Tier 3 words are subject-area specific words. They tell us immediately what discipline is being studied, as we can see under each category here. Language arts, technology, physical education, music, and other electives have their own jargon, discourse, Tier 3 words.

33. TIER 2 – PHRASAL CLUSTERS AND IDIOMS Run off Run away Break a leg Once in a while Complete sentence Margarita Calderón & Associates, Inc. Another aspect of Tier 2 words is the combination of words such as “long noun phrases” or “stimulus package” that take on a meaning all of their own. These become idioms or noun phrases that have a different meaning as a cluster. Words like run + preposition or adverb also change meanings. Add as many “modifiers” to the word run as you can here: run run run run run run run run run run Another aspect of Tier 2 words is the combination of words such as “long noun phrases” or “stimulus package” that take on a meaning all of their own. These become idioms or noun phrases that have a different meaning as a cluster. Words like run + preposition or adverb also change meanings. Add as many “modifiers” to the word run as you can here: run run run run run run run run run run

34. Spanish to English: ¡Fácil! Fácil Facile Facilitate Facilitator Facilitation Edificio Edifice Edify Edification

35. TIER 2 – SOPHISTICATED AND WORDS FOR SPECIFICITY 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]

36. IDIOMS: talk Small talk Sweet talk Talk shop Talk big Talk sense Talk down Talk back Talk over Speak up Pep 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

37. COMPOUND WORDS: check Bad check Bed check Check-in Check-out Check off Check up on Cross-check Double check Spellcheck Checkbook Paycheck Checkstub Blank check Rubber check Rain check Spot check Checklist Checkmate

38. 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.

39. 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.

40. 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 Calderón & Associates, Inc.

41. Differences of Vocabularies In Informational Text Knowing these words is more crucial More complex words More interrelated thematically More phrasal clusters They have to be pre-taught, demonstrated, illustrated, discussed, and written In Narrative Text Can get the gist of the action or dilemma without knowing all words Content selections in ELA textbooks do not emphasize core content vocabulary

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

43. Simple words for English speakers, but might create difficulty for ELLs due to: Spelling Pronunciation Background knowledge Unfamiliar word, not previously taught False cognate Margarita Calderón & Associates, Inc. What are some Tier 1 words your students have trouble with?What are some Tier 1 words your students have trouble with?

44. The 25 most frequent words (e.g., the, of, to, a) alone account for 33% of all the words in typical texts. These most frequently used words are functions words, the glue that holds our thoughts together (prepositions, pronouns, question words).

45. REVIEW AND GET READY FOR A TEST: What are the differences between Tier 1, Tier 2, and Tier 3? Margarita Calderón & Associates, Inc. What are some Tier 1 words your students have trouble with?What are some Tier 1 words your students have trouble with?

46. vary, underlying, albeit, solely, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit… Margarita Calderón & Associates, Inc.

47. Margarita Calderón & Associates, Inc. Do tiers move? The number of words for each tier moves with EL proficiency levels. Some years some classes need more T1. Some LT-ELLs can handle more T2 and T3. Newcomers need more T1 but also some T2 and T3 so they can progress quickly to the next proficiency level. How can I be sure which Tier for a word? Use the frame above. It is easier to determine T3 and T1. Some T2 words could fit under T1 or T3. What is more important is that: You feel it needs to be taught. It is important so that ELLs comprehend the concept or big idea. They’ll need to use it in their writing. They’ll see it on a test. This will nest their T3 words. Do tiers move? The number of words for each tier moves with EL proficiency levels. Some years some classes need more T1. Some LT-ELLs can handle more T2 and T3. Newcomers need more T1 but also some T2 and T3 so they can progress quickly to the next proficiency level. How can I be sure which Tier for a word? Use the frame above. It is easier to determine T3 and T1. Some T2 words could fit under T1 or T3. What is more important is that: You feel it needs to be taught. It is important so that ELLs comprehend the concept or big idea. They’ll need to use it in their writing. They’ll see it on a test. This will nest their T3 words.

48. Academic language is vital for academic success. Informational text contains more new words in specialized content areas. Teachers across the subject areas can explicitly teach the most useful words. Develop word-learning strategies and application in daily use. Daily learning and use of words is the most important gift for our students.

49. Scenario: This passage is to be read by a group of 5th grade students who range from levels 1-5 in English proficiency, and 8 native English speakers, half of which are reading below grade level. Discuss with your colleagues, reach consensus, and write your 9 words on the chart paper. Be prepared to give your selection rationale for each word. Scenario: This passage is to be read by a group of 5th grade students who range from levels 1-5 in English proficiency, and 8 native English speakers, half of which are reading below grade level. Discuss with your colleagues, reach consensus, and write your 9 words on the chart paper. Be prepared to give your selection rationale for each word.

50. 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. How many words should we select? We could easily wind up with long lists of words. This would be overwhelming for us and for our students. This criteria helps as you parse your textbook or text that students will be reading. Begin by chunking the text into manageable portions. Eliminate any pages, paragraphs, sections that do not have critical information. Concentrate on what meets state standards and what you plan to test. How many words should we select? We could easily wind up with long lists of words. This would be overwhelming for us and for our students. This criteria helps as you parse your textbook or text that students will be reading. Begin by chunking the text into manageable portions. Eliminate any pages, paragraphs, sections that do not have critical information. Concentrate on what meets state standards and what you plan to test.

51. Identify & Classify Words You may use this format also.You may use this format also.

53. PRE-TEACHING 5 TO 6 MOST USEFUL WORDS FOR EACH LESSON/EACH SUBJECT EACH DAY. Margarita Calderón & Associates, Inc.

54. Pre-Teaching Vocabulary Not passive role – look up in dictionary; define in context of a sentence; copy from the board; listen to the word and meaning only. Active role – 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 plus talking and writing of summaries.

55. Well planned, robust instruction of vocabulary Clear explanations, see the word, understand the meaning, pronunciation practice, oral application of words with peers, and use in reading and writing. Other vocabulary activities can follow reading: suffixes, root words, complicated word knowledge. Leave time for reading, verbally summarizing, and writing within a 30 - 45 minute block!

56. 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. Some consultants want you to take up to 20 min. per word!

57. PRE-TEACHING VOCABULARYAn Example for 2nd to 12th 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.

58. Teaching Concepts/Vocabulary Role play with me as we go through each step. TTYP = turn to your partner and discuss…It’s the same as Buddy Buzz, Think-Pair-Share, etc. Why do we ask, “Who wants to tell me what your partner said?” What else could we highlight about this word (Step 7)?Role play with me as we go through each step. TTYP = turn to your partner and discuss…It’s the same as Buddy Buzz, Think-Pair-Share, etc. Why do we ask, “Who wants to tell me what your partner said?” What else could we highlight about this word (Step 7)?

59. Teaching Vocabulary Using Smartboards gives teachers options for bringing in pictures, showing movement, or downloading critical information from the internet to provide supports and/or elaborate on each word. Online interactive texts provide information in multiple formats and languages. It helps to connect to real voices and ideas; to explore abstract concepts or challenging words by engaging students in real problem solving and enriched interactions.Using Smartboards gives teachers options for bringing in pictures, showing movement, or downloading critical information from the internet to provide supports and/or elaborate on each word. Online interactive texts provide information in multiple formats and languages. It helps to connect to real voices and ideas; to explore abstract concepts or challenging words by engaging students in real problem solving and enriched interactions.

60. Teaching Vocabulary Using Smartboards gives teachers options for bringing in pictures, showing movement, or downloading critical information from the internet to provide supports and/or elaborate on each word. Online interactive texts provide information in multiple formats and languages. It helps to connect to real voices and ideas; to explore abstract concepts or challenging words by engaging students in real problem solving and enriched interactions.Using Smartboards gives teachers options for bringing in pictures, showing movement, or downloading critical information from the internet to provide supports and/or elaborate on each word. Online interactive texts provide information in multiple formats and languages. It helps to connect to real voices and ideas; to explore abstract concepts or challenging words by engaging students in real problem solving and enriched interactions.

61. More Examples for Step #6 Question, Reasons, Examples If you are studying for a test, you need to do it persistently. What else do you need to do persistently? Say faithful if it applies: 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. Making Choices & Review Would you have iron will if you: Were afraid of cats? Were tired but kept running until you reached the finish line? Worked very hard to get an “A” on your report card? Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated. Can you think of other ways to do Step 6 -- in a way that all students interact with the word several times. Can you think of other ways to do Step 6 -- in a way that all students interact with the word several times.

62. 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.

63. 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.

64. 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.

65. An Example in Kinder The teacher tells the students to ask their parents to show them what luggage they take on their trips, how many pieces of luggage they take on trips, and what happens if they lose their luggage. The next day, students are asked to share the answers to these questions. The teacher reads a story about a trip during which the characters take luggage, and children retell the story and add their own make-believe adventures. Margarita Calderón & Associates, Inc.

66. The same strategies apply to teaching vocabulary in Spanish or any other language. FLAP programs would benefit from ExC-ELL as well.The same strategies apply to teaching vocabulary in Spanish or any other language. FLAP programs would benefit from ExC-ELL as well.

67. Use this for your notes.Use this for your notes.

68. 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…

69. Collaborative Argumentation An argument is a way of assembling information logical so that the reader or listener can draw conclusions. Collaborative argumentation is a field of study that focuses on how learners co-construct meaning in the company of peers (Fisher et al, 2012) Participants make claims, provide evidence, and consider the counterclaims of others (Nussbaum, 2008).

70. 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…

71. Margarita Calderón & Associates, Inc. There are many ways to anchor vocabulary mastery after students have read a text. What are some other strategies you have used?There are many ways to anchor vocabulary mastery after students have read a text. What are some other strategies you have used?

72. Vocabulary in Centers Reader’s Theater Center. Reader’s Theater Books that contain lines for different readability levels can be used at these centers. Students can practice fluency and pronunciation, learn new words, build listening skills, learn to take turns, and perform in front of an audience. Listening/Reading Center. Many programs for ELs have been developed such as online books or books on CDs. Ask students to summarize their book. Computer Center. ELs and other students can practice phonemic awareness, pronunciation, vocabulary, math, science, sequencing, following directions, and technology skills on the computer. Margarita Calderón & Associates, Inc.

73. polysemous seed chart, same idea but shows 2 meanings for a word.polysemous seed chart, same idea but shows 2 meanings for a word.

74. Plus, we must not forget tense, punctuation, style, etc.Plus, we must not forget tense, punctuation, style, etc.

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77. Hook the Reader Build Background Connect with Prior Knowledge Pre-teach Vocabulary Explicitly Preview Text with Students Set Purpose for Reading Hook: Teachers might use pictures, a quote, an analogy, a demonstration or other devise to capture the students’ interest in the topic. Build Background: The purpose of the activity is also to elicit additional information from the students or to provide an opportunity for students to draw inferences from new information presented and add this to their background knowledge. Prior Knowledge: Use pre-reading strategies that help students activate what they know in order to connect. Teachers give students the opportunity to share and make connections. Students pair up and share briefly. Then a few report to the class or have class call out their responses in popcorn fashion. The activity is brief to allow for quick connections, but not lengthy discussions. Hook: Teachers might use pictures, a quote, an analogy, a demonstration or other devise to capture the students’ interest in the topic. Build Background: The purpose of the activity is also to elicit additional information from the students or to provide an opportunity for students to draw inferences from new information presented and add this to their background knowledge. Prior Knowledge: Use pre-reading strategies that help students activate what they know in order to connect. Teachers give students the opportunity to share and make connections. Students pair up and share briefly. Then a few report to the class or have class call out their responses in popcorn fashion. The activity is brief to allow for quick connections, but not lengthy discussions.

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80. Margarita Calderón & Associates, Inc. The ExC-ELL teacher-read aloud Reading aloud while also thinking aloud is a strategy for modeling the thinking processes involved in comprehending text. The teacher and the students have the same text. As the teacher reads and thinks aloud, students follow and are involved in visualizing and experiencing what is being modeled. Teachers take time to think about the strategies they use and put them into words, questions and actions they take as they read. Proficient readers take these processes for granted, but this is precisely what some students have not learned to do automatically. Once students get the idea, teachers involve students in helping them self-question, make suggestions and apply other reading strategies. The ExC-ELL teacher-read aloud Reading aloud while also thinking aloud is a strategy for modeling the thinking processes involved in comprehending text. The teacher and the students have the same text. As the teacher reads and thinks aloud, students follow and are involved in visualizing and experiencing what is being modeled. Teachers take time to think about the strategies they use and put them into words, questions and actions they take as they read. Proficient readers take these processes for granted, but this is precisely what some students have not learned to do automatically. Once students get the idea, teachers involve students in helping them self-question, make suggestions and apply other reading strategies.

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82. Margarita Calderón & Associates, Inc. Post the procedures for partner reading or create a bookmark with the steps students should follow. Monitor the activity, observe and support students who need assistance. Record observations and note what students are applying the strategy and how they are doing this. Record key elements of the students’ summaries to note the process used, the discourse, and the use of key vocabulary. This information is an excellent means for ongoing assessment which teachers can use to plan effective lessons or specific interventions to meet individual needs. Post the procedures for partner reading or create a bookmark with the steps students should follow. Monitor the activity, observe and support students who need assistance. Record observations and note what students are applying the strategy and how they are doing this. Record key elements of the students’ summaries to note the process used, the discourse, and the use of key vocabulary. This information is an excellent means for ongoing assessment which teachers can use to plan effective lessons or specific interventions to meet individual needs.

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87. Margarita Calderón & Associates, Inc. Formulating Questions The Question Generating strategy is a tool for students to revisit the text, anchor learning, and practice using the new vocabulary and new knowledge as they construct questions. Charts with key verbs and questions starters are used by ExC-ELL teachers to help students formulate higher level questions of different types. The charts serve as a scaffold that provides a key word or initial part of a sentence as a technique to jump start students’ efforts to write questions based on Bloom’s taxonomy of cognitive levels. The process also gives teachers the opportunity to teach about the different levels of cognition, as well as, how to write and answer different types of questions. Formulating Questions The Question Generating strategy is a tool for students to revisit the text, anchor learning, and practice using the new vocabulary and new knowledge as they construct questions. Charts with key verbs and questions starters are used by ExC-ELL teachers to help students formulate higher level questions of different types. The charts serve as a scaffold that provides a key word or initial part of a sentence as a technique to jump start students’ efforts to write questions based on Bloom’s taxonomy of cognitive levels. The process also gives teachers the opportunity to teach about the different levels of cognition, as well as, how to write and answer different types of questions.

88. Margarita Calderón & Associates, Inc. Bloom’s Taxonomy of Cognitive Processes has been used by educators to generate measurable instructional objectives since 1956. The taxonomy was updated in the late 90’s in order to bring it in line with current research and instructional practice. Activity: Make copies for the students and use the taxonomy charts to help students generate high level questions. Have students work in teams and use the question stems from a chart assigned by the teacher. Students collaborate to generate questions based on a particular chapter, article or text they are studying. They also prepare the correct responses. Source: www.center.iupui.edu/ctl/idd/docs/Bloom_revised Bloom’s Taxonomy of Cognitive Processes has been used by educators to generate measurable instructional objectives since 1956. The taxonomy was updated in the late 90’s in order to bring it in line with current research and instructional practice. Activity: Make copies for the students and use the taxonomy charts to help students generate high level questions. Have students work in teams and use the question stems from a chart assigned by the teacher. Students collaborate to generate questions based on a particular chapter, article or text they are studying. They also prepare the correct responses. Source: www.center.iupui.edu/ctl/idd/docs/Bloom_revised

89. Margarita Calderón & Associates, Inc. How to use the questions: After students turn in their questions to the teacher, use “Numbered Heads Together” as a consolidation activity. The students in the team that generated the questions determine if the response is correct, but other teams can challenge the answer. Questions can be used to review a topic and some can be selected to include in teacher-made tests. Note: Copy and use the chart above with your students.How to use the questions: After students turn in their questions to the teacher, use “Numbered Heads Together” as a consolidation activity. The students in the team that generated the questions determine if the response is correct, but other teams can challenge the answer. Questions can be used to review a topic and some can be selected to include in teacher-made tests. Note: Copy and use the chart above with your students.

90. Margarita Calderón & Associates, Inc. Note: Copy and use the chart above with your students. Note: Copy and use the chart above with your students.

91. Margarita Calderón & Associates, Inc. Numbered Heads Together In ExC-ELL, Cooperative Learning is used to achieve 100% student participation, promote discourse and consolidate learning. Numbered Heads Together is a Cooperative Learning structure that can be used to engage all students in learning and helping each other learn. The result is collaboration, 100% participation, engagement in academic dialogue and team and individual accountability. It may be used to review, problem solve, assess or to meet other objectives. In Cooperative Learning the task is to learn! Numbered Heads Together In ExC-ELL, Cooperative Learning is used to achieve 100% student participation, promote discourse and consolidate learning. Numbered Heads Together is a Cooperative Learning structure that can be used to engage all students in learning and helping each other learn. The result is collaboration, 100% participation, engagement in academic dialogue and team and individual accountability. It may be used to review, problem solve, assess or to meet other objectives. In Cooperative Learning the task is to learn!

92. Margarita Calderón & Associates, Inc. Round Table is a consolidation activity. Here are the general directions. How would you use it in your class?Round Table is a consolidation activity. Here are the general directions. How would you use it in your class?

93. Margarita Calderón & Associates, Inc. These are additional directions to clarify the activity.These are additional directions to clarify the activity.

94. Margarita Calderón & Associates, Inc. What strategies do you think your students will suggest? The objective of Round 2 is to increase the number of words students generate and help students see how they might study by recalling key words related to the topic. What strategies do you think your students will suggest? The objective of Round 2 is to increase the number of words students generate and help students see how they might study by recalling key words related to the topic.

95. 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. We know if the students own the word(s) when they use them in their free-writes, in their summaries, in their discourse.We know if the students own the word(s) when they use them in their free-writes, in their summaries, in their discourse.

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98. Margarita Calderón & Associates, Inc. Jot down your responses here:Jot down your responses here:

99. ELL Oracy Takes Place During: Pre-teaching of vocabulary Teacher read alouds Student peer reading Peer summaries Depth of word studies/grammar Class discussions Cooperative learning activities Formulating questions and Numbered Heads Round Table Reviews Pre-writing & drafting Revising/editing Sharing

100. Solution Tree Press: Item # 14BSF–BKF402 Margarita Calderón & Associates, Inc.

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103. Wishing you great success in your endeavors! mecalde@aol.com www.margaritacalderon.org 202-368-4621 Margarita Calderón & Associates, Inc.