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Working with Middle School English Language Learners

Getting All Subgroups to Make AYP for NCLB

February 21-22, 2008

Rootstown, Ohio

William P. Bintz, Ph.D.

SREB Consultant

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Introduction

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

across the curriculum

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Reflections: Quick Write

Quick Write strategy (in planner)

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Objectives

Understand the needs of middle school English language learners;

Examine a variety of practices to integrate literacy across the curriculum;

Learn how to address the need for targeted instruction for students not on grade level;

Identify principles and effective strategies for providing supplemental instruction

Practice teaching at least one strategy/best practice to introduce to your colleagues

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Workshop FormatDay 1 – February 21, 2008

Concurrent Session A (2 hrs) Meet with all Strand 2 participants

Following this session, meet with home team in Great

Hall C - Team De-Briefing - Session A (45 min.)

Concurrent Session B (2 hrs)

Meet with all Strand 2 participants

Following this session, meet with home team in Great

Hall C - Team De-Briefing - Session B (45 min)

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Workshop FormatDay 2 – February 22, 2008

Team Report Out – Day 1 (45 min)

Meet in assigned team groups – see agenda for

locations

Concurrent Session C (2 hrs) Meet with all Strand 2 participants

Following this session, meet with home team in Great

Hall C - Team De-Briefing - Session C (45 min.)

Teach Back/Team Report-Out – Day 2 (1 hr)

Meet in assigned team groups – see agenda for

locations

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Strand Format

Introduce strategies and best practices

Discuss key indicators of success

Review research

Determine status of school practices

Actions taken by successful schools

Practice strategies

Decide on strategies to implement

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Five Literacy Goals

Students read 25 books. Students write every week. Students use reading and writing

strategies. Students complete research(ed) papers. Students take rigorous English courses.

LAC page 17

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Four Process Readiness Indicators(MMGW, p. 7-13)

Reading: Read the equivalent of 10-12 books of various types and lengths each year;

Writing: Write every day, including a paper to be graded each week;

Speaking: Speak and present information frequently in a variety of formats;

Listening: Listen to presentations frequently for a variety of purposes.

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Four Process Readiness Indicators: Reading

Type of Material Novels Short Stories Nonfiction texts Poems Technical Reading Magazine or

Newpaper articles

Amount Per Year 6 15 4 20-30 5 1 per week

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Four Process Readiness Indicators: Writing

Type of Writing Response to reading,

listening, or viewing Short paper of 1-3

pages Longer paper, over 5

pages, including fiction, persuasive, etc.

Research paper with appropriate documentation, 5+ pages

Amount per year Daily

Weekly

Monthly

Annually

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Four Process Readiness Indicators: Speaking

Type of Speaking Individual speech or

presentation Reading aloud or

acting in a play Leading discussion

or delivering instructions

Group discussion

Amount per year 3-5 per year

2-3 per year

Monthly

Weekly

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Four Process Readiness Indicators: Listening

Type of Listening Respond to live or

recorded presentations

Take notes Organize

information from listening

Amount per year 3-5 per year

Weekly Weekly

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The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004)

1. Direct, explicit comprehension instruction;

2. Effective instructional principles embedded in a content;

3. Motivation and self-directed learning;

4. Text-based collaborative learning;

5. Strategic tutoring;

6. Diverse texts;

7. Intensive writing;

8. A technology component;

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The 15 Elements of Effective Adolescent Literacy Programs (Reading Next, 2004)

9. Ongoing formative assessment of students;

10 Extended time for literacy;11 Professional development;12 Ongoing summative assessment of

students & programs;13 Teacher teams;14 Leadership;15 A comprehensive & coordinated literacy

program.

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Session Topics

Topic 1: Read & Think Alouds Topic 2: The Big Six Reading Skills Topic 3: Practicing the Big Six

Reading Skills

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Topic 1: Read & Think Alouds

“Read to me, Daddy” Readers’ Theater Punctuation Takes a Vacation (ELA) How the Fractions Squeezed Between

the Counting Numbers (Math) Gotta Go, Gotta Go (Science) Overview & rationale for read-aloud &

think-aloud

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Reflection and Evaluation Concurrent Session A

Grand Finale Comment

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Team De-Briefing Concurrent Session A

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Topic 2: The “Big Six” Reading Skills

The Incredible Book Eating Boy Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic Vocabulary

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How do we know these are important?

Direct links to most items on ASSET/COMPASS reading placement tests.

Included in ACT Consistently in state standards Recognized by postsecondary faculty for

importance Linked to all content areas Linked to careers

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Summarizing

Only skill identified in both Reading Next and Writing Next as improving essential literacy skills

Essential in research and other expository writing

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Strategies to teach summarizing

Jigsaw Paired Questioning GIST KWL Cornell Notes Reciprocal Teaching

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Paraphrasing

Reduces plagiarism—considered one of the biggest academic “crimes”

Show adaptation for audience and purpose—essential writing skills

Reflects a deeper understanding of material

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Strategies to teach paraphrasing

Jigsaw Paired Questioning KWL Cornell Notes

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Categorizing

Ability to group information into manageable chunks

Essential for study skills Mandatory for problem analysis and

solution—especially in workplace or laboratory

Only easy for naturalist intelligence—must be taught to others

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Strategies to teach categorizing

KWL Graphic Organizers Concept Definition Map Frayer Model Cornell Notes

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Inferring

Reading “between the lines” Encourages connection within a

text, across texts and to other contexts

Shows that a reader “really gets it”

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Strategies to teach inferring

RAFT Questioning the Author

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Predicting

Form of inferring Requires support for prediction Forward thinking based on

backward knowledge Required to solve non-routine

problems in the real world

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Strategies to teach predicting

KWL Anticipation Guides Visual Prediction Guide Reciprocal Teaching

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Recognizing academic vocabulary

Separates success for second-language students

Technical language (jargon) Understanding roots and affixes

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Strategies for teaching vocabulary

Vocabulary Clues Concept Definition Map Mathematics Reading Keys Frayer Model

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The Big Six Reading Skills Linked to Literacy Across the Curriculum

Group 1: summarize problem 1 (LAC 20-21) Group 2: paraphrase problem 2 (21) Group 3: categorize problem 3 (21-22) Group 4: infer problem 4 (22-23) Group 5: predict problem 5 (23) Group 6: vocabulary problem 6 (24) Group 7: summarize problem 7 (25) Group 8: paraphrase problem 8 ( 25-26) Group 9: categorize problem (27)

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Topic #3: Practicing the Big Six Reading Skills

Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic Vocabulary

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Practicing the Six: Summarizing

GIST “The Demon in the Freezer”

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Practicing the Six: Inferring

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

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Reflection and Evaluation Concurrent Session B

Grand Finale Comment

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Team De-Briefing Concurrent Session B

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Practicing the Six: Paraphrasing & Predicting

Story Impressions in ELA and across the curriculum

The Wretched Stone Predictive and Story Summaries Retelling Strategy Low-Level vs. High-Level

comprehension questions

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Practicing the Six: Categorizing & Recognizing Academic Vocabulary

Concept Sorts Wordstorming A-Z Word Questioning

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Additional Resources (in planner)

Some interesting research findings on vocabulary instruction

Great Books for Supporting Inferential Thinking

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Team De-Briefing Concurrent Session C

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Prepare for Teach Back

Select a strategy

Partner and prepare

Present

Receive positive feedback

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Reflection and Evaluation Concurrent Session D

Grand Finale Comment

Next Steps

Evaluation Form

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Safe travels home!