after school professional development program 65 court ... · for english learners, vocabulary...

After School Professional Development Program 65 Court Street, Room 224, Brooklyn, NY 11201

Zoe Souliotis-Foley, Director [email protected]

Revised 2.2014 ASPDP

ASPDP Course Syllabus

Title of Course: Teaching Reading and Comprehension to English Learners, K-5 Course Code: Course Location: Online course, accessible at www.kdsi.org/NYC

Instructor’s Name: Sophia Thwaites Instructor’s Telephone #: 1-800-728-0032 E-mail: [email protected] Course Begins: September 15, 2014 Session Schedule: Online 24/7; Self-paced

Course Ends: January 5, 2015

Total Hours: 36

Course Description:

In this course, Dr. Margarita Calderón outlines techniques for elementary teachers seeking to improve the reading and comprehension skills of English Language Learners in their classrooms. With straightforwardness, patience, and humor, Dr. Calderón leads workshop participants through the steps needed to select vocabulary for reading, pre-teach this vocabulary, and model comprehension strategies like think-alouds and partner reading. Writing and editing strategies complete the picture.

Dr. Calderón connects instructional practice with the Common Core State Standards, and backs up her recommendations with research. Classroom footage of teachers putting principles into practice will give educators an opportunity to observe that techniques that strengthen the skills of ELLs are beneficial for all students.

Common Core State Standards: This course incorporates key aspects of the Common Core State Standards for ELA. Educators will learn how to teach students literacy, and will use research-based instruction to address crucial aspects of literacy such as building vocabulary and increasing reading comprehension. This course will help students learn to read, write, speak, listen, and use language effectively in a variety of content areas, in order to become college and career ready. Charlotte Danielson Framework The Danielson components that apply to this course are: Domain 1: Planning and Preparation Competency e: Designing Coherent Instruction Teachers learn to identify and teach academic vocabulary, teach reading and writing, and conduct performance assessment, based on strategies proven effective with ELLs:

Command of a large vocabulary frequently sets high-achieving students apart from less successful students (Graves, 2006).

mailto:[email protected]




English learners benefit from discussions about cognates, affixes, pronunciation, decoding, multiple meanings, phrasal clusters, and idioms using the word in question (Calderón et al., 2009).

Strategies for learning vocabulary and strategies for reading comprehension should not be taught separately but in the context of the text students are about to read (Calderón, 2009)

For English learners, vocabulary knowledge, reading, and writing are connected and must be practiced in all the disciplines (National Research Council, 2010).

Domain 2: Instruction Competency c: Engaging Students in Learning A native of Juárez, Mexico, Dr. Calderón is able to call upon her childhood experiences as an English Language Learner as well as her considerable educational research background to devise ways of removing fear of failure as a barrier to learning. In this course, you’ll see students at all levels (including one in American schools for only a few months) enthusiastically practicing new vocabulary, reading in pairs, and writing in small groups, with scaffolding in place that ensures success for all. Research Base, Best Practices, Pedagogical Approach, and Addressing the Needs of Diverse Adult Learners Knowledge Delivery Systems Approach to Course Production is based on the following research report as a key source: Gulamhussein, Allison. “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” Center for Public Education, September 2013. The learning experience we offer to adult learners includes:

Instruction (40%) - 20 hours

Coaching (20%) - 10 hours

Practice (40%) - 20 hours

Video Instruction Video modeling and

classroom demonstrations

Professional Readings

Video Coaching Expert feedback on

Learner Reflections Discussion and

collaboration with peers Feedback on

application projects facilitated by online coaches

Resources for Facilitation

Interactive activities Application scenarios

(checks for understanding)

Mid-course project (3 grad)

Final capstone project (3 grad)

Application Toolkit (resources for classroom use)

KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation





standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners. Structural components of Courses Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding. Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment. Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them. Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course. Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work. Interactives: KDS courses include a range of learning experiences that allow learners to practice with the content and skills they are learning in the course. These interactive experiences can be drag and drop, interactive glossaries, scenario prompts, surveys and tailored for the content of the course. Application Toolkit: The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom. Video Components Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below. Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with





practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country. Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:

Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.

Leadership Practice: Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.

Model Lessons: Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.

Observation Cycles: Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.

Mini-workshops: More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.

Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.

Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action. Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction. Our research principles include the following:

Professional development should be intensive, ongoing, and connected to practice.

Modeling has been found to be highly effective in helping teachers understand a new practice.

(We use clips and classroom video footage of model lessons to demonstrate effective

classroom practice).

Teachers’ initial exposure to a concept should not be passive, but rather should engage

teachers through varied approaches so they can participate actively in making sense of a new

practice. (We use interactive graphic exercises, readings, discussions and scenario-based

activities to support the educator as active learner).





Sources: Linda Darling Hammond, et al. “Professional Learning in the Learning Profession,” National Staff Development Council, 2009. Allison Gulamhussein, “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” Center for Public Education, 2013. We work collaboratively to assess our courses as we develop our courses and invite our partners do so as well. One tool available to KDS Course Designers to adjust and gauge the effectiveness of our courses while we develop our courses comes from California State University in the form of the Rubric for Online Instruction which assesses:

Learner Support and Resources

Online Organization and Design

Instructional Design and Delivery

Assessment and Evaluation of Student Learning

Innovative Teaching with Technology

Use of Student Feedback Source: California State University http://www.csuchico.edu/celt/roi Rubric for Online Instruction Assessment Guiding Principles:

Learner Objectives and Outcomes based on Bloom’s Taxonomy

Backwards Designed: Assessments aligned to outcomes and objectives

Balanced Assessment: A variety of assessments are included to engage the learner and appropriately map to the objective or specific learning experience

Source: Center for Teaching and Learning, Humber http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere KDS Assessment Modalities:

Reflection Questions: The learner is able to reflect on an experience or synthesize knowledge

Checks for Understanding: Formative assessments take the form of scenarios, multiple

choice, short answer to allow for a range of responses and engage the learner to consider

multiple perspectives, process or apply their knowledge

Mid-course and Final Capstone Projects: Performance-Based or Extended Written Responses

to allow the learner to synthesize and apply knowledge from large chunks of the course to real

world situations as educators.

Assessment Methods and Required Student Work:


http://www.csuchico.edu/roi/the_rubric.shtml





http://www.csuchico.edu/celt/roi

http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere

http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html#ScrollHere




Participants’ work will be evaluated in a variety of ways. Participants will respond in writing to reflection prompts based on the video content and/ or selected readings in each unit of the course. Online coaches will provide feedback on responses to reflection prompts, based on the rubric below. Participants also engage in a discussion forum with their peers throughout each unit, and continuously provide and receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding, to determine whether participants understand and can apply the key concepts within that unit to their classrooms, in order to impact student achievement. Checks for Understanding will be computer evaluated for instant feedback. Checks for Understanding and Reflection Rubric:

Assessment Underdeveloped (1)

Basic (2) Proficient (3) Distinguished (4)

Checks for understanding

65% or below 66-79%

80-89% 90-100%

Reflection Question

Participant has included little to no content indicating consideration and comprehension of course content. Participant has not addressed the questions posed. Participant has copied from the course transcript without synthesis or analysis.

Participant has included little that indicates consideration and comprehension of course content. Participant has answered most questions directly but some too briefly.

Participant has included appropriate content from the course content. Participant has made thoughtful comments in direct response to the prompts.

Participant has provided rich detail and supporting examples from the course content. Participant has made responses to prompts personally meaningful and relevant to his or her teaching practice.

Participants will also be evaluated based on the work they produce for the Mid-course Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Mid-course Project (See Session #10 for a complete description of the Mid-course Project), participants will improve instructional outcomes for students as they will be able to assess each student’s level of language proficiency, apply the seven step model to teach new vocabulary, and collect evidence to determine whether students have a good grasp on the new information they’ve learned.

Mid-course Project Evaluation Rubric:

Project Underdeveloped Basic (2) Proficient (3) Distinguished (4) Score





component (1)

Quality of lesson plan (25%)

Develops a standards-based lesson plan that lacks several critical components.

Develops a standards-based lesson plan that lacks one critical component.

Develops a standards-based lesson plan that includes all critical components.

Develops a standards-based lesson plan that includes clear and concise components and demonstrates planning mastery.

Text selection (25%)

Selects a text for the lesson, but is not clear about how it relates to building standards mastery.

Selects a text for the lesson but loosely aligns it to demands of the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards. Includes additional texts that can scaffold the learning for all students.

Assessment (25%)

Identifies a less rigorous assessment for the lesson and is not clear about how it measures mastery.

Identifies a broad assessment for the lesson that is too narrow to inform next steps.

Identifies a rigorous assessment that clearly measures student learning and informs next steps.

Identifies a rigorous assessment that clearly measures student learning and collects relevant data points for instruction.

Reflection on practice (25%)

Provides a narrow reflection on strengths and changes from lesson implementation.

Provides a brief reflection on strengths and changes from lesson implementation.

Provides a thorough reflection on strengths and changes lesson implementation.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Mid-course Project Performance Summary

Total Score _______/100% Qualitative feedback:

Finally, the culmination of participants’ work will be evaluated based on the Final Capstone Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Final Capstone Project (See Session #18 for a complete description of the Final Capstone Project), course participants will be able to improve student outcomes as they will be able to reflect upon and improve their abilities to teach vocabulary, use multiple strategies to teach reading and improve comprehension, and effectively utilize and apply Bloom’s taxonomy.

Final Capstone Project Evaluation Rubric:





Project component

Underdeveloped (1)

Basic (2) Proficient (3) Distinguished (4) Score

Quality of anchor papers (25%)

Develops anchor papers that lack several critical components.

Develops anchor papers that lack one critical component.

Develops anchor papers that include all critical components.

Develops anchor papers that include clear and concise components and demonstrates planning mastery and could be an exemplar.

Learning tracker (25%)

Provides a short and broad list of skills and steps needed to complete assignment.

Provides a broad list of skills and steps needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment. Provides process steps that could translate into a lesson plan.

Reflection on practice (25%)

Provides a narrow reflection on knowledge demands from designing anchor papers.

Provides a brief reflection on strengths and changes from designing anchor papers.

Provides a thorough reflection on strengths and changes made from designing anchor papers.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Quality of capstone application (25%)

Demonstrates little understanding of standards-based writing assignment.

Demonstrates some understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment and show clear steps for translating the CCSS writing expectations.

Final Capstone Project Performance Summary

Total Score _______/100% Qualitative feedback:

Required Materials and Texts:





All texts and materials will be provided to course participants. Materials include resources relevant to course content.

Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm).

NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm),

NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests)

Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.

Method of Instruction: The methods of Instruction and Evaluation for this course include:

Videos (presentations consisting of interviews and classroom footage)

Readings

Reflection questions (open-ended questions at intervals throughout the course which ask

participants to reflect on the course content, their own practice, and next steps for their

practice)

Checks for Understanding (selected-response quizzes to assess understanding)

Discussion forum (prompts that engage participants in online dialogue with their cohorts) Pre and Post survey Mid-Course Project and Final Capstone Project

Participants of this course will:

Listen to experts. Watch real classroom learning. Read research and best practice.

Educators who participate in this course will improve their understanding of and skills for differentiating instruction. Participants will learn how to assess the different language abilities of their ELL students to better support each individual student in their vocabulary acquisition and reading comprehension. Participants will also learn strategies for engaging the families of ELLs so that families are supporting individual students.

Course Calendar

Session # 1: Date: Self-paced

Readings:


http://charlottedanielson.com/theframeteach.htm

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm


http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm




Time: 1 hour Due Today: N/A Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.

Topics: List session topic and materials

Setting Learning Goals KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related to the domains and components from Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and assessments or know anecdotally.)

Objectives: Specify instructional goals and standards for each session.

Goal: To set student learning goals

Classroom Practice: Specify what skills and strategies the participant will bring back to his/her classroom.

Participants bring their learning goals to their students

Session # 2: Date: Self-paced Time: 2.5 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


Introduction In a lively workshop format, Dr. Calderón provides an overview of the classroom realities for English Language Learners, including the breadth of experience they bring. Educators complete this unit with a better understanding of their students’ needs, the importance of vocabulary acquisition to school success, and ways to enlist family support.


http://charlottedanielson.com/theframeteach.htm


http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm





Goals: After completing this unit, educators will know:

How to recognize the diversity of English learners (ELs) in their classrooms

The importance of building vocabulary among ELs in the early grades

The recommendations of the Common Core State Standards regarding the teaching of reading

Strategies for engaging families of English learners Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Common Core State Standards The following key components of ELA/Literacy instruction are highlighted:

• Academic vocabulary (e.g., tier 1, 2, 3 words) • Language (e.g., rich discourse, discussions, questions, answers) • Reading (e.g., text complexity, more informational than literary) • Writing from sources (e.g., texts they are reading) • Building knowledge in the disciplines by teaching reading, vocabulary, and writing in

science, social studies, and language arts


After completing this unit, educators will be able to:

Reflect on the needs of English learners in their classrooms

Session # 3: Date: Self-paced Time: 1 hour Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


eBook: The Diversity of Students and Programs Participants read “Chapter 1: The Diversity of Students and Programs” in the eBook of Teaching Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.







How to recognize the diversity of English Language Learners in their classrooms

Ways in which the progress of ELLs may be monitored Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction



Reflect on the needs of English learners in their classrooms



eBook: The Educational Needs of Young ELs Participants read “Chapter 3: The Educational Needs of Young ELs” in the eBook of Teaching Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.



Important pre-literacy skills for ELLs

Strategies for engaging families of ELLs Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Domain 2: Instruction, Competency c: Engaging Students in Learning







Identify ways to engage families of ELLs



eBook: The Most Critical Year: First Grade Participants read “Chapter 4: The Most Critical Year: First Grade” in the eBook of Teaching Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.



The need for instructional intervention on behalf of first-graders struggling with reading

Characteristics of reading instruction that supports ELLs

Characteristics of family conversations that build language skills and support reading and writing

Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction



Consider how best practices for young learners might be applied to their own classrooms







Unit 2: Selecting Words to Teach In this unit, teachers learn how to select vocabulary worthy of instruction. Dr. Calderón goes beyond content-related vocabulary, identifying polysemous words, idioms, information-processing words, connectors, and cognates as words that ELs need to make meaning from text. Educators complete this unit with a solid understanding of these terms, and it won’t be long before students know them, too.



How to identify three tiers of words for pre-teaching o Tier 3: subject-specific o Tier 2: phrasal clusters, idioms, polysemous words, information-processing words,

connectors, words that provide specificity o Tier 1: words known by general education students, but not necessarily by ELs

Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Common Core State Standards Anchor Standards in Reading: Interpret words and phrases as they are used in a text



Select vocabulary for pre-teaching



eBook: Selecting Words to Teach Participants read “Chapter 5: Selecting Words to Teach” in the eBook of Teaching Reading & Comprehension to English Learners, K – 8, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.


After completing this unit, educators will know:





How to identify three tiers of words for pre-teaching o Tier 3: subject-specific o Tier 2: phrasal clusters, idioms, polysemous words, information-processing words,

connectors, words that provide specificity o Tier 1: words known by general education students, but not necessarily by ELs


Goals: After completing this unit, educators will be able to:

Select vocabulary for pre-teaching Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Common Core State Standards Anchor Standards in Reading: Interpret words and phrases as they are used in a text



Teaching Vocabulary In this unit, Dr. Calderón describes a seven-step process to teach vocabulary that maximizes students’ opportunities to speak and interact with each other. We see this process as it’s implemented in a 5th-grade math class for the very first time, and students describe what they learned.



Strategies for pre-teaching vocabulary that maximize student interaction and opportunities for practice

Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Domain 2: Instruction, Competency c: Engaging Students in Learning Common Core State Standards Anchor Standards in Reading: Interpret words and phrases as they are used in a text







Use a seven-step process for pre-teaching vocabulary



eBook: Teaching Vocabulary Participants read “Chapter 6: Teaching Vocabulary” in the eBook of Teaching Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.



Strategies for teaching vocabulary that maximize student interaction and opportunities for practice

Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Common Core State Standards Anchor Standards in Reading: Interpret words and phrases as they are used in a text



Include new vocabulary strategies in their instructional repertoire

Session # 10: Date: Self-paced Time: 5 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding





Looking Ahead: Participants will use resources and reference materials to integrate course information and themes into classroom practices and professional reflection.


Midterm In this midterm, you will describe three of your English learners, and then choose a non-fiction text selection to work on with your class. You will select vocabulary to pre-teach to your class and then create the steps to pre-teach the words you’ve chosen. After completing this exercise with your class, you’ll answer reflection questions about the experience. Note: if you are a kindergarten or first-grade teacher, please describe how you’ll adapt these activities for non-readers. See Chapters 3 and 4 of Teaching Reading and Comprehension to English Learners, K-5, for suggestions. 1. Choose three students (current or former) who are English learners. Describe each in terms of EL categories (found on pages 7 - 9 of Teaching Reading and Comprehension to English Learners, K-5) and level of language proficiency (found on pages 10 and 11). Include a description of each student’s background as well as tests scores or informal assessments that support your conclusions (Please do not use students’ or family members’ names). 2. Select text from a lesson you’ll work on as a class. Select nine vocabulary words to be pre-taught, and complete the Vocabulary Tiers chart, which may be accessed from Unit 5 by clicking on the Resources button in the eClassroom. 3. Describe and model the seven steps you’ll use to pre-teach five of the vocabulary words, using the right-hand column of the table on page 72 as a guide. Please include the dialogue you’ll use with the students with steps 1 - 7 listed for each of the five words. 4. Pre-teach the vocabulary to your class as you’ve planned in step 3. Keep track of the time spent on each of the 7 steps of the activity. Circulate throughout the room during the think-pair-share (step 6) and take notes on good examples to share with the class as well as students who need further work. 5. Complete the following reflection questions and summative questions:

a. How did you model the expected behavior for each step?

b. How long did each step take?

c. What evidence do you have that students had a good grasp of the vocabulary?

d. What evidence do you have that students were confused or needed further instruction?

e. If you were to teach this lesson a second time, what would you do differently?

f. Based on this experience, what do you think are the merits of this process?

6. Upload each of the following as one document in the Evidence section of the eClassroom: a. 3 student descriptions

b. The Vocabulary Tiers Chart

c. 7-step process for each of 5 words





d. Answers to the 6 reflection questions found in step 5, above


Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.

Guest Speakers:

N/A



Teaching Reading In this segment, Dr. Calderón models the use of think-alouds and partner reading to improve comprehension. We visit a 3rd-grade classroom to see these strategies in action, as students read about laws and civic responsibilities.



The recommendations of the Common Core State Standards regarding the teaching of reading

How to use think-alouds and partner reading to teach strategies for reading Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Domain 2: Instruction, Competency c: Engaging Students in Learning Common Core State Standards Anchor Standards in Reading:

Read closely to determine what the text says explicitly and to make logical inferences from it.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.







Use think-alouds and partner reading to improve reading comprehension

Use Bloom’s Taxonomy to help students formulate questions about material they’ve read



eBook: Teaching Reading Participants read “Chapter 7: Teaching Reading” in the eBook of Teaching Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.



The potential effect of relying on decoding as the primary measure of reading skill

The relationship between skill in one’s primary language and one’s skill in English

How English compares to other languages in its correspondence between spelling and pronunciation

Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction



Compare their own practice with a sample Literacy Block, and incorporate ideas for improvement.

Session # 13: Date: Self-paced Time: 2.5 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding







Teaching Writing In this unit, Dr. Calderón makes clear the connection between reading and writing in the content areas. She provides practical strategies for reviewing vocabulary, writing, and editing, all of which encourage students’ delight in the process and pride in the finished work. We visit a 2nd-grade classroom to see the launch of a science writing activity, and students describe what they learned.


After completing this unit, educators will know:

The recommendations of the Common Core State Standards regarding the teaching of writing

Strategies for teaching writing and editing


Goals: After completing this unit, educators will be able to:

Use a roundtable strategy to improve student recall of content vocabulary

Use exit passes as a tool to review content learning and informally assess student writing

Assist students in analyzing text features

Use a write-around strategy for collaborative writing and editing

Use ratiocination and cut-and-grow strategies for improving writing Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Domain 2: Instruction, Competency c: Engaging Students in Learning Common Core State Standards Anchor Standards in Reading:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wiring or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Session # 14: Date: Self-paced Time: 1 hour Due Today: Reflection questions, Discussion forum and Checks for Understanding Looking Ahead: Participants will use resources and reference materials to integrate course





information and themes into classroom practices and professional reflection.


eBook: Teaching Writing Participants read “Chapter 8: Teaching Writing” in the eBook of Teaching Reading & Comprehension to English Learners, K – 5, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.



Research-based strategies for teaching writing to ELLs Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction



Include new writing strategies in their instructional repertoire



eBook: Ensuring and Reinforcing Comprehension Participants read “Chapter 9: Ensuring and Reinforcing Comprehension” in the eBook of Teaching Reading & Comprehension to English Learners, K – 8, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.







Strategies for checking comprehension during instruction

Strategies for giving directions to ELLs

Strategies for correcting language errors

Three types of assessments for monitoring progress Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction



Compare recommended strategies with their own practice, incorporating new strategies as needed



eBook: Cooperative Learning Participants read “Chapter 10: Cooperative Learning” in the eBook of Teaching Reading & Comprehension to English Learners, K – 8, and respond to the questions that follow. Materials: Available in the eClassroom: Margarita Calderon, Teaching Reading and Comprehension to English Learners, K-5, Solution Tree Press. 2011.



The protocols, social norms, and conditions needed for cooperative learning Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction







Compare recommended strategies with their own practice, incorporating new strategies as needed



Conclusion Dr. Calderon reviews research regarding writing. Educators offer advice for launching reading and comprehension strategies for the English learners in your school.



How educational research on the teaching of writing applies to classroom practice Standards: The Framework for Teaching Domain 1: Planning and Preparation, Competency e: Designing Coherent Instruction Common Core State Standards The following key components of ELA/Literacy instruction are highlighted:

• Academic vocabulary (e.g., tier 1, 2, 3 words) • Language (e.g., rich discourse, discussions, questions, answers) • Reading (e.g., text complexity, more informational than literary) • Writing from sources (e.g., texts they are reading) • Building knowledge in the disciplines by teaching reading, vocabulary, and writing in

science, social studies, and language arts



Reflect on their own practices with the goal of improving the reading, writing, and editing skills of English learners

Session # 18: Date: Self-paced Time: 5 hours Due Today: Reflection questions, Discussion forum and Checks for Understanding







Final For your final, you will choose a non-fiction text different from that selected for your midterm. Select and pre-teach vocabulary, then complete the following reading and writing activities with your class. Note items 1 – 6 below will require multiple lessons over the course of a week. Note: if you are a kindergarten or first-grade teacher, please describe how you’ll adapt these activities for non-readers. See Chapters 3 and 4 of Teaching Reading and Comprehension to English Learners, K-5, for suggestions.

Think-aloud

Partner Reading

Four Heads Together (formulate questions)

Roundtable (vocabulary review)

Write-around

Revision (Ratiocination or Cut-and-Grow)

Finally, you’ll answer reflection questions about the experience. Please do the following: 1. Select and pre-teach vocabulary as you did during the midterm. You are not required to write down the steps you use. 2. After pre-teaching the vocabulary, choose a reading strategy to model using a Think-aloud (e.g.: summarizing what you’ve read in your own words or what to do when you get to an unfamiliar word). Include a citation for the text that you’ll use to model this strategy, and the dialogue you’ll use to model it. 3. Have students practice the strategy during Partner Reading. Note examples of good strategizing to share with the class as well as students who are struggling and will need further instruction. 4. Introduce an appropriate level of Bloom’s Taxonomy, and have students formulate questions based on the text using the Four Heads Together activity (Bloom’s Taxonomy can be downloaded from the Resources section of the e-Classroom) List the questions your students formulated based on the text. 5. Review vocabulary using the Roundtable activity described in Unit 5, segments 2 and 3. 6. Have groups of students write paragraphs using the Write-around strategy modeled in Unit 5, segments 10 and 11. Use the Ratiocination strategy or the Cut-and-Grow strategy to have





students make revisions to their work. Provide one sample of student writing, along with the revisions made during this process. 7. Complete the following reflection questions:

a. Describe the Think-aloud and partner reading activity as it unfolded in your classroom.

What strategy did you model? Include evidence that students had a good grasp of the

strategy being modeled. How did you identify students who were confused or needed

further instruction?

b. In the Four Heads Together activity, what level of Bloom’s Taxonomy did you introduce to

your students? How did you model your expectations for this activity? What worked well? If

you taught this lesson again, what would you do differently? Please provide a list of the

questions your students came up with during this activity.

c. Describe the Roundtable activity as it unfolded in your class. What evidence do you have

that it was useful in helping students recall vocabulary from the text? What strategies did

students come up with for remembering more words in the second round?

d. Describe the writing and revision process from Step 6 above. What evidence did you have

that working collaboratively assisted your students in the writing process? What

improvements did you notice as a result of the Ratiocination or Cut-and-Grow activity? If

the writing/revision process did not work as you anticipated, what would you do differently

next time?

e. Consider all of the strategies discussed for the teaching of vocabulary, reading, and writing.

Which will you be most likely to incorporate into your classroom instruction, and why?


Classroom Connection: As a result of today’s session, specify what skills and strategies the participant will bring back to his/her classroom.

Guest Speakers:

N/A


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