research and practice on teaching ells in middle and high schools margarita calderón johns hopkins...
TRANSCRIPT
Research and Practice on Teaching ELLs in Middle and
High Schools
Margarita Calderón
Johns Hopkins University
Talking Points
1. Why is vocabulary important?
2. A science example for
-- How to select words to teach.
-- How to teach words before reading, during reading and after reading?
3. Program implications and keeping track of student progress.
Why is Content Area Literacy Important?
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.
Statistical Trends in Secondary Schools
• Nationally, over 6 million American students in grades 6 through 12 are at risk of failure because they read and comprehend below—often considerably below—the basic levels needed for success in high school, postsecondary education, and the workforce.
• About 60% of ELLs in middle and high school were born in the United States, that is, they are second- or third-generation immigrants - - and have been in U. S. schools since kindergarten!
• Newcomers, refugees -- are now mainly SIFE (Students with Interrupted Formal Education).
Why teach vocabulary before, during and after students read a content text?
• Vocabulary knowledge correlates with reading comprehension.
• Reading comprehension correlates with content knowledge.
• Content knowledge correlates with academic success.
• Comprehension depends on knowing between 90% and 95% of the words in a text.
• Knowing words means explicit instruction not just exposure.
ESL
Sheltered Instruction
Comprehensible input
Content
Rich Challenging Vocabulary
And Reading in Science, Social
Studies & Math
FOR TRANSITION or ENGLISH-ONLY PROGRAMS: Teachers must balance comprehensible input with rich
challenging vocabulary and reading in math, science and social studies in English.
Science can be very exciting or very dull. Science texts need to be carefully parsed so
that standards are met. A variety of texts can be used to learn
science. Students need to become familiar with ways to read those texts and write in that genre.
Science is ideally suited for Cooperative Learning.
Scientific concepts and processes are highly dependent on specific vocabulary.
Agreement on the following ideas or themes or salient features of science that should be taught:
Scientific method and critical testing Creativity Historical development of scientific knowledge Science and questioning Diversity of scientific thinking Analysis and interpretation of data Science and certainty Hypothesis and prediction Cooperation and collaboration
Importance of Teaching Vocabulary
• Vocabulary knowledge correlates with reading comprehension. Reading comprehension correlates with content knowledge. Content knowledge correlates with academic success.
• Comprehension depends on knowing between 90% and 95% of the words in a text.
• An ELL needs explicit instruction and at least 12 production opportunities to own a word.
Explicit Instruction:
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, DISCUSS, AND WRITE USING NEW VOCABULARY
Vocabulary Tiers for ELLs
Tier 1 Tier 2 Tier 3
Simple More Content Words
Words Sophisticated
run sprinted foreshadow (literature)
fell stumbled monarchy (history)
mad rage vacuole (sciences)
good firmly factor (math)
run (42) run
Tier 2 words can also include polysemous words across academic
content areas
• ring
• table
• trunk
• prime
• round
• power • cell• right• radical• leg
Tier 2 words that nest academic content.
Transition Words, Connectors, Causation, Time Sequencing, Predictions. Some examples:
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 academic content according to their function.
Passive voice -- is found, is explored, was shown…
Tentativeness or modals -- would improve, possibly, might be, would likely be …
Word-family relationships -- drama, dramatic, dramatist, dramatize, and dramatization…
Embedded clauses or complex sentences -- A growing number of studies suggest, however, that such an increase could have a big impact on life. …
Some science words shared with math have different technical meanings in the two disciplines. For instance in math we find:
divide, density, solution, radical, variable, prism, degree, image, radian, simulation, experiment
When teachers are explaining / presenting a lesson, look out for words such as:
sum some
facts fats
axis exes
Cognates in ScienceTier 2 and 3
• hypotheses hipótesis• observations
observaciones• classification
clasificación• predictions
predicciones• tentative conclusions
concluciones tentativas
• evaluate - evaluar
• experimentexperimento
• experimentationexperimentación
• investigation investigación
• inferencesinferencias
• processproceso
SELECTING WORDS TO PRE-TEACH
Activity -- Read the text:
1. Select 2 Tier 1 words
2. Select 2 Tier 2 words or clauses
3. Select 2 Tier 3 words
Observations? Questions?IMPLICATIONS for our text books and instruction:
3 Key Concepts So Far:
1.
2.
3.
3 Key Concepts So Far:
1.
2.
3.
1.Geologist 1. “Geologist” 2. Sentence- “These are all clues geologists use to figure out
how this breathtaking landscape came to be.” 3. Repeat- “Geologist, geologist, geologist!” 4. Dictionary Definition- “A scientist who studies the solid
parts of Earth such as its rocks.”5. Student Friendly Definition- A person who can understand
and know about our planet the Earth. 6. Touch your nose if the word applies-
• “Volcanoes!” • “Classroom!” • “Plants, mountains!”
7. Prefix? “Geologist!”
2.Sediments 1. “Sediments!” 2. Sentence- “The layers look a bit like a pile of
sandwiches. Each layer was made from sediments- bits of sand, mud, clay, and plant and animal remains.
3. Repeat- “Sediments, sediments, sediments!” 4. Dictionary Definition- “Solid material that settles to the
ocean floor or other surface.”5. Kid-friendly Definition- Dirt, mud that falls inside of
water. 6. Please say the word- sediments – if the word applies-
• “Oceans, clay, dirt! “ • “Sandwiches, lunchroom, milk!” • “Lakes, rocks, hard pressure!”
7. What type of word is “Sediments?”
Consolidation Activity
Create a poster size postcard using the new Tier 2 and 3 vocabulary words.
Make sure to use the Rubric to guide you and work in groups!
Postcard Rubric 44 33 22 11
Each group member Each group member has a specific role has a specific role and had equal and had equal participation in participation in creating postcard creating postcard
3 out of 4 group 3 out of 4 group members members collaborated and collaborated and participated in participated in creating postcard creating postcard
Less than 2 Less than 2 members members completed postcard completed postcard
Group did not or Group did not or was not able to was not able to collaborate together collaborate together
Postcard follows the Postcard follows the sample postcard sample postcard and includes all and includes all elements- greeting, elements- greeting, salutation – closing salutation – closing
Postcard follows Postcard follows most of the most of the elements of the elements of the sample postcard- sample postcard- might be missing 1 might be missing 1 element element
Postcard does not Postcard does not follow all of the follow all of the elements of sample elements of sample postcard- Needs postcard- Needs revision revision
Project is not a Project is not a completed completed postcard- postcard- incomplete- needs incomplete- needs revision revision
Postcard uses 2 Postcard uses 2 newly introduced newly introduced Tier 2 words Tier 2 words elaborately elaborately
Postcard uses 2 newly Postcard uses 2 newly introduced Tier 2 introduced Tier 2 Words basically Words basically
Postcard does not Postcard does not correctly use 2 newly correctly use 2 newly introduced Tier 2 introduced Tier 2 Words basically Words basically
Postcard did not use Postcard did not use newly introduced newly introduced words- did not words- did not successfully complete successfully complete group project group project
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What is Academic Literacy?
• Includes reading, writing, and oral discourse for school
• Varies from subject to subject• Requires knowledge of multiple genres,
purposes for text use and text media• Is influenced by students’ literacies in
contexts outside school• Is influenced by students’ personal,
social, and cultural experiences (Short & Fitzsimmons, 2007)
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Before Reading• Hook the Reader• Build Background• Connect with Prior Knowledge• Pre-teach Vocabulary Implicitly• Preview Text• Set Purpose for Reading
Clues to the Past
The earth is the same as it was millions of years ago
All rocks are the same
Fossils are animals or plants that have been left behind as clues to the past
Agree Disagree Support for your opinion from the text
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During Reading
• Read-Aloud: Model and build reading strategies
• Partner Reading: Students practice and apply strategies
• Coach students• Help students organize and
retain information
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After Reading
• Model summarizing and synthesizing information
• Help organize information and develop reading memory
• Students apply text• Reflect and consolidate
knowledge
Reading for Domain Knowledge
Without reading comprehension, students cannot learn math, science, social studies and literature (NRC Commission on Teacher Preparation).
English language learners (ELLs) are learning English at the same time they are studying core content through English. They must perform double the work of native speakers to keep up, and at the same time be accountable for AYP (Carnegie Panel on ELL Literacy).
New York City Schools, Montgomery County, Alaska, and others are
finding that:• Literacy interventions for native English
speakers will not work for ELLs. Adolescent ELLs generally need much more time focused on developing vocabulary and background schema than native English speakers do.
• Elementary-level programs do not work for adolescents.
• Phonics-only programs do not work.• They commissioned focused comprehensive
programs.
Interventions and Well-Prepared
Teachers ESL, reading, special education,
bilingual teachers who can teach phonics, decoding, vocabulary, and reading comprehension along with academic language and concepts.
Mainstream teachers who can build on language, reading and writing skills in math, science, social studies, and language arts.
PHONEMIC,PHONOLOGICAL
& SEMANTIC AWARENESS
RICH LANGUAGEPractice
STUDY SKILLS
READING COMPREHESION
Depth & Breadth ofWORD
KNOWLEDGE
ACADEMIC
SUBJECTS
GRAMMAR,SYNTAX,
DISCOURSEVOICE
WRITING IN THEDIFFERENT
SUBJECT AREAS
INTEGRATION OF APPROACHES
Evidence-based programs that help schools demonstrate that they are achieving AYP with English-language learners:
• ExC-ELL -- Expediting Comprehension for English Language Learners (6th - 12th) -- professional development program for mainstream teachers on how to integrate language and literacy development along with subject matter.
• RIGOR -- Reading Instructional Goals for Older Readers (4th - 12th) -- Spanish and English curriculum -- lessons, leveled readers, ancillary materials, and professional development for ESL, dual-language, mainstream teachers.
A MODEL
WHERE
ESL
SPED
AND
ELA,
MATH,
SCIENCE,
SOCIAL STUDIES
TEACHERS WORK TOGETHER
Emerging Literacy and Language
teachers
Science teachers
Social Studies teachers
Language Artsteachers
Math teachers
TRAINING EXAMPLE
Workshops on vocabulary
•Reading and discussing research in TLCs
•Modeling / demos and observations on teaching vocabulary to ELLs
TEACHER TRANSFER EXAMPLE
•Increases own use of vocabulary
•Uses 5-10 strategies to teach daily vocabulary
•Mentors other teachers on the strategies
STUDENT IMPACT EXAMPLES
•Masters 5-10 Tier 1, 2, & 3 words daily
•Uses new words in daily speech, & in retells
•Increased reading fluency & comprehension
•Uses new words in writing
ASSESSING QUALITY INSTRUCTION - VOCABULARY INDICATORS:
Coming in Spring: Logitech Digital Pen
Pen Docking Station:
To store recorded data on the computer
Camera: To record data as the user writes on the digital paper
Ink Pen: To write observations on the digital paper
SCHOOL: SCHOOL A GRADE: 7 OBSERVER: MARGARITA CALDERÓN TEACHER: MS. JONES COURSE TITLE: BIOLOGY OBSERVATION TYPE: CLASSROOM OBS LENGTH OF PERIOD: 45 MIN. LANGUAGE: ENG, SPA
COMPONENT: VOCABULARY TIME SPENT: 12 MIN INDICATOR AVG SCORE: 2.5 STUDENT APPLICATION STUDENTS TIER 1 #1-ELL #2-NON #3-ELL #4-NON WORD1 2 3 1 4 WORD2 2 2 1 3 WORD3 1 2 3 2 TOTAL 5 7 5 9 TIER 2 WORD4 etc. WORD5 WORD6 WORD7 WORD8 TOTAL TIER 3 WORD9 WORD10 TOTAL
COMPONENT: ORACY TIME SPENT: 5 MIN INDICATOR AVG SCORE STUDENT APPLICATION COMPONENT: READING TIME SPENT: 10 MIN INDICATOR AVG SCORE STUDENT APPLICATION [etc., for WRITING, CONTEXT]
Time on Components
Vocab Oracy Reading Writing Context
Observation Detail Report
SCHOOL: SCHOOL A GRADE: 7 # OBSERVATIONS: 3 TEACHER: MS. JONES COURSE TITLE: EARTH SCI
AVG COMPONENT SCORES and AVG TIME SPENT OBS TYPE DATE VOCAB ORACY READ WRITE CONTEXT ASSESS CLASSROOM OBS
9/16/06 2.5 11 min
3.5 10 min
3.0 12 min
2.5 12 min
3.0 1 min
3.5 N/A
CLASSROOM OBS
9/30/06 3.0 13 min
3.5 11 min
3.5 9 min
3.0 13 min
3.0 1 min
3.5 N/A
CLASSROOM OBS
10/15/06 3.2 12 min
3.5 11 min
3.0 16 min
3.2 14 min
2.5 1 min
3.0 N/A
00.5
11.5
22.5
33.5
4
9/16/2006 9/23/2006 9/30/2006 10/7/2006 10/14/2006
Vocab Oracy Read Write Context Assess
Teacher and Student Profile Summary Report
ExC-ELL Observation Protocol (EOP) is used:
By teachers for designing / developing their lessons.
By teachers for self-reflection. By teachers for observing and
documenting student performance. By principals and supervisors for
observing and coaching teachers. By coaches to give concrete feedback
to teachers. By researchers to collect data on
teacher and student growth and quality of implementation.
IN SUMMARY: Newcomers and Long-
Term ELLs Need ESL, reading, special education, bilingual
teachers who can teach phonics, decoding, vocabulary, and reading comprehension along with academic topics.
ExC-ELL teachers to build on reading and writing skills in math, science, social studies, and language arts by integrating oracy and literacy into the content areas.
With tools such as the ExC-ELL OP we can help expedite teacher and student success!